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Solutions intermediate teachers_book

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Solutions intermediate teachers_book

  1. 1. OX.FORD lJNTVBRSITY PRESS Great CLarendonStreet, Oford ox2 6Dp Oxford University Pressis a deparment of tle l.lnirusity of fford ' It furthers the Univenity's objectirrcofexcdlm in rcsczrt, -tnlarship, and education by publishing worldwide in Oxford NewYork Auckland CapeTown DaresSalaam Hqfq frr.cni Kualalumpur Madrid Melbouroe tlabGy Xeirobi NewDelhi Shanghai Taipei Tcmto With offices in Argentina Austria Brazil Chife AdfAbfk Frax€ Gre€ce Guatemala Hungary Itily Fpo nd fqd Singapore South Korea Switzerland Tba1d fidry tkeine Viemam oxrono and oxrorD ExcLtsE irc rqiard tndc marks of Oxford University Pr€$ iD ful.Idicrnrin other counuies @Oxford l.lniversityPrcss d The mord rights of th '.lr br ba sted Databaseright ffi Uri'Eit hrs iEL-l Fi$t publ'lsb€d 2mt 2sr3 2sE z}rr n5 1098755 All righs rcserrc4 Xopt dtEl leb may be reproduced, stored in a retieral gFi c*-d in any form or by :rny means, without the pirnirirLri-gcfodord University Press(with tle sole excelrindfu*chlm under the conditions stated in the paragnph H tGl,yil c asexpressly permitted by law, or under terms agntd rff th 14irr rtprographics rights organization. Enquiriescmrig|tpkbFdLtb€ scopeof the aboveshould be s€nttofuEf,f fFO:gac. OdrdUniversityPress, at the addressabtrc You muq d citl-tlr h-r i ry & binding or cover rrd t'on ffi -Etlb -dhin oo eny acquirer rtfr.lfr Tbe hb|rlr l- p-rir fu th pharopying of those pagesmarked 'pbdmfi{lb -.r+ O tL eriry conditions. Individual purchasers mry |Drp qiar fu tts ar c c fu useby classesthat they teach. Sctol pc.s* ry * qi: fu ust by staff and students, but this pcrmisnn b Et al D tdr9'inl schmls or branches unk m cire ry ry pt dthb book be photocopied for resale ,.lryt*t*rnfuf D-rEpili:Iinare in the public domainand ths-r &t* * pfi ! tffi llniwrsity Pressfor information only. ffi I'liEi'hrftb ry nryoost-Uitity for the content rsrN:g?CoDGtl, kiDr.dhSf-tl-rt'Sl acrtao Ihcpad*o a gfi s * relr! tadnersand sarilents,wharead @dpfoft i idp*fi*oHcfeatukVf'thryecialthonlctn dtcfoblpalctib - t @nt { *e Solutionsseries:Zinta Anfu, Lsir b Hi-, lihoil Kati Elekes,Hungary; Danica Go&ri' SHir rG h. mgrrF Natasha Koltko, Ulaaine; Iteb r6h rHi-L- Hr $Fli- DaceMiska, latvia; Anna llqrir Ik* h E rr.r lcloblk Zsuzsama Nyir6, Hungary: Evehlrrd. ara ts* E radiE , HuDgarf" Rita Rudiatiene, IithuuE E E- E [n5forptrrt, Czrcl Republic Thcffi dt*rdLDH &drrqfD56lexia: a guide for teacners(rtE5L- 'Ihe ptffizdlrtEtflr{jbfttFrrisbr to reprduce ph,fag'di?srsr+prDF Erl nlrr'tratim lte DthEE t rf+
  2. 2. lntroduction 4 Unitr Oncamera 10 6a readyforyoaraem| &2 18 Unit2 Memories 27 lanqaaqePara, and9tills Poand'upl-2 30 Unit3 Nineto five 37 6areadyfor@ara0m5&4 40 Unit4 Bodyandmind 42 lanquaqePiltAvaildStt'llsPoand-up5-4 50 Unit5 Ourfuture 52 6et readyforWara(dm5 A 6 67 Unit6 Tellingtales 63 lanqaaqePawv and9tr'llsFoand-ap5-6 72 Unit7 True[ove? 73 6et readyforyoaraem 7 & I 82 Unit8 Travel 84 lanqaaqePuav andStt'llsPoand-ap7-8 93 Unit9 Spend,spend,spend! 94 6et reaAypr yoaraem I & lO 103 Unit10 Inspiration 105 lanqaaqePmar and9tr'llsPoand-ap9-lO 774 6o readyfor82 e,cansl-4 Dyslexia:aguideforteachers Photocopiableresourcebank' 776 720 723
  3. 3. ThreeclassaudioCDs ThethreeaudioCDscontainallthelisteningmaterialfrom:-.r Student'sBook. TheWorkbook TheWorkbookmirrorsandreinforcesthecontentof the Student'sBook.lt offers: r furtherpractice,lesson-by-lessonofthematerialtaught- class o additionalexamtaskswithsupportforstudentsand teachers o Chollenge!exercisesto stretchstrongerstudents r writinSguidesto providea clearstructuraIframeworkfo' writingtasks . regularSelf-checkswithCondo statementsto promote consciouslearnerdevelopment . cumulativereviewsto developstudents'awarenessoft': progresswithExamChallenge!sectionsto practiceexan- typetasks t a FunctionsBankandWritingBankforquickreference . anirregularverbslist o a Wordlistwhichcontainsthevocabularyactivatedin the Student'sBookunits TheMuttiROM TheMuttiROMisan interactiveself-studytoolthathasbee. designedto giveguidance,practice,supportandconsolida::- ofthelanguageandskiltstaughtintheStudent'sBook.The MultiROMisdividedintounitsandlessonscorrespondingr""r- thoseoftheStudent'sBook. o €v€rygrammarlessonin the bookis extensivelypractise: andisaccompaniedbya simpleexplanation . alltargetvocabularyisconsolidatedwithcrossword,wo': search,andgap-filtactivities . oneexam-typelisteningactivityperunitisincludedsot'=- studentsareableto practiselisteningat theirownpace . speakingandwritingsectionshelpstudentsimprovethe:: skillsoutsideoftheclassroom . anaudioCDelementisincluded,withalltheexamlisteni-i tasksfromtheWorkbook,whichcanbeplayedona CDpia'e' TheTeacher'sBook TheTeacher'sBookgivesfullproceduralnotesfortheStude-- Book,inctudingideasfortacklingmixed-abilityteaching.In addition,it offers: . optionalactivitiesthroughoutforgreaterflexibitity r structuredspeakingtasksto getstudentstalkingconfide-: . usefultipsandstrategiesto improvestudents'exam technique o a teacher'sguideto dystexiain theclassroom . 20 photocopiabtepagesto recycteandactivatethe languageofeachunitin a fun,communicativecontext TestBankMultiROM A seoarateresourceMuttiROMcontains: . A Placementtest r Shorttests:twoforeachunit . Progresstests:anA anda Bversionforeachunit o Cumulativetests:oneforunits1-5 andoneforunits5-i: . Answerkeys . Resultstable o Audioandtapescripts TheShorttests,ProgresstestsandCumulativetestscanbe adapted.Youcanadd,removeandedittestsdependingupo- whatyouhavetaught.Youcanevenpersonalisethetestsifr: - WANT. Website TheSolutionswebsitewithproceduraInotesandkeysforthe Workbookis atwww.oup.com/ett/teacher/solutions A notefromtheauthors OurworkonSolutionsbeganin thespringof 2005witha researchtrip.Wetravetledfromcityto citywithcolleaguesfrom OxfordUniversityPress,visitingschools,watchinglessonsand tatkingto teachersandstudents.Theinformationwegathered onthattrip,andmanysubsequenttripsacrossCentraland EasternEurope,gaveusvaluableinsightsintowhatsecondary studentsandteacherswantfroma newbook.Thesebecame ourguidingprincipleswhilewritingSolutions.Mostpeoplewe spoketo askedfor: r a clearfocuson examtooicsandtasks . easy-to-followlessonswhichalwayshavea clearoutcome . plentyof supportforspeakingandwriting r plentyof extrapracticematerial Inresponse,wedesigneda bookwhichhasa crystal-clear structure:onelessonin theboox= onelessonin the classroom.Weincludedthirfypagesof extravocabularyand grammarpracticewithinihe Str,dentsBookitsetfto provide moreftexibility.Weincti,deda: ieasttenspecificlessonsto preparestudentsforthesc;col-teavingexam,aswellas ensuringthatthebookasa whoteconespondsto thesyllabus topicsrequiredin theexarl.Andwerecognisedthedifficulties thatstudentsnaturalivFareridihspeakingandwriting,and thereforeensuredtl.a:ti:es€activitiesareatwayswellprepared andwellsuDDoted.Ac-isracieactivitiesareessentialfor motivationl Ourresearchtnip53i5oia-g.t js thatnotvvoschoolsorclasses areidenticat.Tt'atiswhySolutionsis designedto beflexible. Therearefiveler,e.sr'Elerne.r:ary,Pre-intermediate, Intermediate,Upper-inte-e'diate,Advanced)sothatyour studentscanbeginandendthecoursewithwhicheveris most appropriateforthem. Solutionshasbe"efitedfrorncotlaborationwithteacherswith extensiveexpeienceof teaching14-19yeatotdsandof preparingstudentsfortheirschool-leavingexams.Wewould liketo thankAnitaOrrelanczukforsharingherexpertisein writingthe proced;alnotesin theTeache/sBook.Themain lessonnotes,c.rii;zi andlanguagenotesaswellasthe photocopiabtesrppie'':entsintheTeache/sBookwere providedbyCa:otineKrarrtz. WeareconfidentthaiSorutionswillbeeasyto use,bothfor studentsandforteac-es.Wehopeit wiltatsobeinteresting, engagingandstimtilatingl TimFalloandtoul A Dovies Thecomponentsof thecourse TheStudent'sBookwithMultiROM TheStudent'sBookcontains: . 10topic-basedunits,eachcovering7 lessons . 5 LonguogeReview"SkillsRound-upsections,providinga languagetestoftheprevioustwounitsanda cumulative skills-basedreview r 106etreodyforyourexomlessonsprovidingtypicaItasks andpreparationforthefinalexam c 4 Getreodyfor82 exomslessonsallowingIntermediate studentsto extendtheirskitls . 30 pagesofextn languagematerial:10 pagesofVocabulary Buildersptus20pagesof GrammarBuilderswithgrammar referenceandfurtherexercises o tip boxesthroughoutgivingadviceonspecificskillsand howbestto approachdifferenttasktypesin allfourmain skitts Youwitlfindmoredetailson pages5-7 in thesection'Atourof theStudent'sBook'.
  4. 4. TherearetenmainunitsintheStudent'sBook.Eachunithassevenlessons(A-G).Eachlessonprovides materiaIforoneclassroomlessonof approximately45 minutes. Solutionsandtheexam SolutionsIntermediatenotonlyconsolidateswhatwasstudied at Pre-lntermediatebutextendsit, providingcomprehensive coverageof B1examrequirementsandfurtherdeveloping students'languagecapabilities.Thislevelalsoaimsto introducestrongerstudentsto theskillstheywiltneedto progressto theB2level,layingthefoundationsforcandidates whowittuseUpper-lntermediateandthengoonto sitexamsat a higherlevel. Typicatexamrequirementsarereflectedthroughoutthecourse in thechoiceof topics,task-types,textsandgrammar structures.ln additionto this,Solutionsoffers: Student'sBook TheStudent'sBookincludestenexam-specificlessons designedto familiarisestudentsnotonlywiththetask-types andrequirementsoftheexam.Thelessonsprovidestrategies andexamtechniquesto givestudentstheskittstheyneedto tackleexamtaskswithconfidence. Fourextralessonsallowstudentsto getacquaintedwithB2 levelexams. AtouroftheStudent'sBook *turl'rdEd.onudddbrd @ ep@d H4 t@ Md &d {N ed eu !*L Workbook TheWorkbookprovidesfurtherpracticeforboththeoraland thewrittenexam.Workin classcanbefollowedupwith Workbooktasksdoneashomework. ExamChallengeisectionspractiseexam-typetasks. ThelisteningmaterialfortheWorkbooklisteningtasksis availableontheMultiROM. Teacher'sBook Theexamlessonsin theStudent'sBookareaccompaniedby fullproceduralnoteswithadviceandtipsforexampreparation. t frffimil!'b'htuhebdihrk t dd@ftrur6'ri.kebdt. lessonB- Grammar LessonB presentsandpractisesthefirstmaingrammar pointoftheunit. Thenewlanguageis presentedin a shorttextor other meaningfulcontext. Therearecleargrammartables. Lookout!boxesappearwherevernecessaryandhetp studentsto avoidcommonerrors. Thislessonlinksto theGrammarBuilderatthebackof the bookwhichprovidesextrapracticeandgrammar reference. l ' dd!@ : r MrwruidsFrs.en4Ltrqrcrdrni rFM !rh!d .did I ? &ddFddbdn4r4lini4tsry e,t. t. : . eG h"rtupah,..uasiMh 1 ldhsbno-tisto.drtoFbc-i I I 5Fbr ! hs" tr 5'&r tr sFb,tr hk.a l t l*"sLfudhdkerehhr,|d.hr I cid,fth|4.fthrbbto'4hFb itl{Wi!ffi*t,;i*,ri#l.t#t*XZ.. .Mhh*tudtus'tuh..e. l dd-5Ehd@& a w ftnh4urd,Ror6rbs6h.ft. --j--*;@;i ,+=;;:;;tul Grl--1,' O*:'"*:'^1 -'-l- LessonA - Vocabularyandlistening Theunitmenustatesthemainlanguageandskitlsto be taught. Everylessonhasanexplicittearningobjective,beginning 'l can...'. LessonA introducesthetopicofthe unit,presentsthe mainvocabularyset,andpractisesit throughlistening andotheractivities. Thislessonlinksto the VocobuloryBuilderat the backof the book,whichprovidesextrapracticeandextension. a a ddddddrdoeb4h6 4dto*r6@Eu6'h6sfr ft!@!!.drhndid6lb.
  5. 5. t bdil.bfttu,h tuto(d {iii4tl*aParry**r.' a ers dnsbhdh@i w t €)*hFrrhb'h.dL@ I (drr..ih.pmFde!' urF|Bhrbd h{tutq! Erirp@ftnir kr.ri, slrs - dr6rdnilqw Dtr@.1 r dh knrdidkF!*rdi i* k3hhm.l'tlilituir,&!hl @*Fdece6.ffirF4rr'dh frtu| .'ffiHirM*h&d bFM6d! 'n,qs!.dd.rd re htuh..N hd ah.dr4.fch&.ero,hbod r4@d llel I E.gb4d,k 'lT:;liT,*"".,".,.". -,",.^.-.dri(@'h. r [r@d4t&u!@iq? ffdh rs4r'Edrdo!rdMritu HeMebihdrffiFDbb@ 9rprft!r(d.4d rodhhrE rh.@!bnedrbrtrk,turidd drletuhluk.d@hr $? drhte er be.ia,,@dbid .Fhh,@ ld. hrdru hh , I 9ot &&drbribo.dL@.. op,on I d',dAh,iah[h 2r4(rihrfrldhr-drrMrLLrdr.nhs (h!!trlRo!!sd' a ffi *nnF6 rrrd6 EM! 'EU ffiTU fuU eBdtr &6tr dtr tutr LessonFpresentsa functionaIdialogue. Thelessonalwaysincludeslisteningpractice. Extravocabularyandstructuresarepresented,if necessary. Studentsfollowa clearguidewhentheyproducetheir owndialogue. UsefuIfunctionalphrasesaretaughtandpractised. Thestep-by-stepapproachof'presentation,practiceand production'is suitableformixed-abitityclassesandoffers achievablegoals. ffii, r r6d'dkrM@dirG dPft bb'M q@ , Mr!dbt@a46.9dt0 r *ukbFrrd6rd@ a) 6 h46db*hri.dnoft O @E b trr'-dMhud tr br-g'u4hwrhPhtu h &!ryMhh-_rd(rhed e Bpid!BpdtuheM b a *rh*,ft,_hhNfub EE tiLbHrr*rr*is. r,d4*tu-EerE!*- .rb;rddd-r&rh-b LessonGfocusesonwritingandalwaysinvolvesoneof thetexttypesrequiredforthestudents'finalexam. Thelessonalwaysbeginsbytookingat a modeltextor textsandstudyingthe structureandformat. Studentslearnandpractiseusefulphrases. Thereisa clearwritingguideforthe studentsto produce theirowntext. Thissupportedapproachto writingincreasesstudents' linguisticconfidence. A great night out rF rwddb-srr.ryEnheyffi M@r 4tui ryde kF4prpni4 I hdqukHeir rqudDcllled bv oub bnd md*frns hnw.d@l Sb D *€ srie dr dnor. ! erdp or rtu. eft afr 'nb ft. ,cdrn 4 er 6s !l b@,M4dn0Fo, $. rws.d @^o ou rqrb- !{ dr dd -.tormrftdtu atuddrb.hhr AnEF.ehrdobil! .s'.. utrnui,ldr r6!rd.!6F h' bE r.ilre.bsrhlr.6rtu @tb otk tr" $rfr6rfi rbnhft dmbe, b' 4vb|il {1r{Foddn rh@.-l @nmm-u-*'D wEKT*7"7!ra':'' 'kiltuMtu@*t4r @tuftrt;s<ffi'd rqedtubL rrr Eerturd6lfusdE* F tu6.drfl,lxr&+cBF4 6eebu,aM4e4 a rdt.fti.il!&'brdtubek t eoj6do6tuil.ilhr$!.dF.h ffiEtui.rign@hiNrRlhdb , r n Er@!4bd. ird'dub_ is16.!F!E r 4dd@e.ptlFr_rpd5dq.En a Yernehrbft rd.rhqH ^r.@i6rtu.hFiE rhhrd.[s.$rEsdde@e'Fr dudqrrFrdi hhrut t tuiprNnh ebidsdi. .nidhh.ft tsn4ilplih4r,ar a h.F mmrholi.wd€h.g(il7 r.an&bqFrfrFdqEbio@ft ddFu LessonF- EverydayEngtish LessonG- Writing a a a o a a a a tHftdd.htk&hrbr rkHbhsqkr@, t 'd!iq*d(rnd4.tu&hF.i&bdM*{ille!& t e6redn&.st4d*rF. .tubdMEWS, +rh$bfitudilD.Ed 4bfifi*trfirdd t*ne*d.*ft.-E' , ail!@bftn!*ihdr a-F-rFr-Er- -.i-E.-q- ----r--r-F =---€-qf!?! +- irt!L!it-#l @! l Mqsddedors!trdrd/!F I r!h*M,drq $trd@b/|ld 5 ^nd:dbqiEr@4ftEdsh 5ktr @E t hrkktu3ahFdiddrr 1b4-(idrib)'B' &lr@ntr r Mr_(od)eluiqddr I cFFis(Fdrh-s6d i.. , rhrdu, qrj!_hB,b,rjq . k-&4rdiq!ffih.iL'k @t a (Fs&qti.tuhtss4 E dM'dtrffihdelditu t @wss4kue*r-@rF4 t w-lootud(b<!4a44Iu t @oNb.MdErd-6)6d. r ht{hid.iedr.{@- t hd j4drh!b.d!i.-@dhL 5 crci.-t@hriffiituhdffird EU n! qO 6tr q ru,eMb@lddhm @t EE qffim r" '& -: l .. .a :.F /!s -{t^u:?:4botlti{6ffiPFs46$rn r Ir4 ! # !f F qrtud( 6 b!@' D @ Piudds.ru 4M erdbsdtld h ' *6"'nr.@to&4tudd rhtdi@E 'n@. r.dFo Jru {6hdtu|i@da6 GEE tu d614w d ftdbh 4rtntu4$tu6 ffid dE; ad.14 kda4* Getreadyforyourexom TherearetenGetreadyforyourexamlessons(twoafter units1, 3,5,7 and9)whichfocusonexamskillsand preparation.ln addition,fourGetreadyfor 82 exams lessonsintroducestudentsto the reouirementsof the higherlevel. Thelessonsincludeexamtasksforreading,speakingand listening(withwritingexamtasksin theWorkbook). Eachlessonincludesactivitiesto preparestudentsforthe examtasksandprovidethemwiththe languageandskitls theyneedto do themsuccessfully. Theselessonsalsorecyclethe languagefromthe previous twounitsandtinkwiththetopics. a a Longuoge Review/Skills Round-up Therearefivetwo-pagereviews(afterunits2,4,6,8 and10). Thefirstlessonof eachreviewis a LanguageReviewof the precedingtwo units. Thereareexeicisesfocusingonvocabulary,grammarand functions. Themarksalwaystotal50,so it is easyto monitorprogress throughthe book. Thesecondlessonof eachreviewis a Skil/sRound-up whichcoversalltheprecedingunitsofthebook. Thelessonincludespracticeof allfourskills:listening, reading,writingandspeaking Thematerialis centredarounda CzechboycatledMarek, whois tivingandworkingin Britain. Introduction
  6. 6. Tipsandideas Teachingvocabulary Vocabularynotebooks Encourageyourstudentsto recordnewwordsin a notebook. Theycangroupwordsaccordingto thetopicor bypartof speech.Tetlthemto writea translationandanexample sentencethatshowsthewordin context. Vocabularydoesn'tjustappearonVocabularypages.Youcan askstudentsto makea tistof atltheverbsthatappearin a Grammarsection,orto choosefiveusefulwordsfroma reading textandlearnthem. Learningphrases Weoftenlearnwordsin isolation,buta vocabularyitemcan be morethanoneword,e.g.surfthelnternet,hovea shower. Makestudentsawareofthisandencouragethemto record phrasesaswellasindividualwords. Revision Regularlyrevisepreviously[earnedsetsofvocabulary.Hereare twogamesyoucouldtryin class: . Oddoneout.Givefourwords,eitherorallyorwrittenon theboard.Studentssaywhichistheoddoneout.Youcan choosethreewordsfromonevocabularysetandoneword froma differentset(arelativelyeasytask)or fourwords fromthe sameset,e.g.kind,confident,rude,friendly,where rudeistheoddoneoutasit'stheonlywordwithnegative connotations. . Wordtennis.Thisgamecanbeplayedto revisewordsets. Calloutwordsin theset,andnominatea studentto answer. Thestudentmustresoondwithanotherwordin theset. Continueroundtheclass. Studentsmustnotrepeatanypreviouswords.Forexample, withclothes: T: T-shirt SL: jeans T: sweatshirt 52: toD Teachinggrammar Conceptchecking Theconceptis important.Donotrushfromthepresentation to the practicebeforethestudentshavefullyabsorbedthe meaningofthenewlanguage.Youcancheckthattheytruly understanda newstructureby: r askinBthemto translateexamplesintotheirownlanguage. o talkingaboutthepracticeactivitiesasyoudothem,asking studentsto exptaintheiranswers. o lookingbeyondincorrectanswers:theymaybecareless errorsortheymaybetheresultof a misunderstanding. o contrastingnewstructureswithlanguagethattheyalready knowin Englishandin theirownlanguage. Practice Practicemakesperfect.Learninga newstructureis noteasy, andstudentsneedplentyof practice.Usetheextraactivitiesin lheGrammorBuildersandontheMultiROM. Progression Mechanicalpracticeshouldcomebeforepersonalisedpractice. Thisallowsstudentsto masterthebasicformandusefirst, withouthavingto thinkaboutwhattheyaretryingto expressat thesametime. Teachingreading Predictingcontent Beforereadingthetext,askstudentstolookatthepictureand tellyouwhattheycanseeorwhatishappening.Youcanalso discussthetitleandtopicwiththem. Deatingwith difficuttvocabulary Herearesomeideas: r Pre-teachvocabulary.Anticipatewhichwordstheywillhave difficuttywith.Putthemontheboardbeforeyoureadthe textwiththeclassandpre-teachthem.Youcancombine thiswitha predictionactivitybyputtinga listof wordson the boardandaskingstudentsto guesswhichoneswill notappearinthetext.Forexample,forthetextaboutDoug Bruceon page19oftheStudent'sBook,listthesewords: subway specialist amnesio identity carnival strangers college Askstudentsto lookatthepicturesandtettyouwhichtwo wordstheyarenotgoingto findin the text(carnivaland college).Atthesametime,checkthattheyunderstandthe otherfivewords. r Havingreadthroughthetextonce,tellstudentsto write downthreeorfourwordsfromthetextthattheVdon't understand.Thenaskthemto calloutthewords.Youcan thenexplainortranslatethem. r Ratherthanimmediatelyexplainingdifficultvocabulary, askstudentsto identifythepartof speechofthewordthey don'tknow.Knowingthepartof speechsometimeshelps themto guessthemeaning. . Afterworkingona text,havestudentswritefourorfivenew wordsfromthetextthattheywouldliketo learnin their vocabularynotebooks. Teachinglistening Pre-listening Thisis animportantstage.Listeningto something'cold'is not easy,sopreparethestudentswel[.Focusonteachingrather thanontesting.Herearesomethingsyoucando: o Tellthestudentsin broadtermswhattheyaregoingto hear (e.g.a boyandgirlmakingarrangementsto goout). r Predictthecontent.lf there'sa picture,askstudentsto lookat thepictureandtellyouwhattheycanseeorwhatis happening. r Pre-teachvocabulary.Putnewvocabularyontheboardand pre-teachit.Translatingthewordsis perfectlyacceptable. . Readthroughtheexercisecarefullyandslowlybeforethe studentslisten.Ensurethatthestudentsunderstandboth thetaskandallthevocabularyin theexercise.Uoucan checkthattheyunderstandthetaskbyaskinga studentto explainit in theirownlanguage.) Familiarprocedure It isn'teasyto [isten,readtheexerciseandwritetheanswers allatthesametime.Takesomepressureoffthestudents bytetlingthemyou'llplaytherecordinga numberof times, andthattheyshouldn'tworryif theydon'tgettheanswers immediately.Tellstudentsnotto writeanythingthefirsttime theylisten. Monitor Whitethestudentsarelistening,standat thebackoftheclass andcheckthattheycanallhear. Teachingwriting Usea model Ensurethatthestudentsunderstandthatthetextin LessonG seryesasa modelfortheirownwriting. Preparation Encourageyourstudentsto brainstormideasandmake notes,eitheraloneor in pairs,beforetheyattemptto writea composition. Draft Tellthemto preparea roughdraftofthecompositionbefore theywriteoutthefinalversion. Introduction
  7. 7. Checking Encouragethemto readthroughtheircompositioncarefully andcheckit forspeltingmistakesandgrammaticaIerrors. Correction Estabtisha setof marksthatyouuseto correctstudents' writtenwork.Forexample: sp indicatesa speltingmistake. w indicatesa missingword gr indicatesa grammaticalerror v indicatesa lexicalerror wo indicatesincorrectwordorder Self correction Considerindicatingbutnotcorrectingmistakes,andasking studentsto tryto correctthem. TeachingspeaKng Confidencebuitding Beawarethatspeakingisa challengeformoststudents.Build theirconfidenceandtheywiltspeakmore;undermineit and theywittbesilent.Thismeans: o encourageandpraiseyourstudentswhentheyspeak. r do notover-corrector interrupt. r askotherstudentsto bequietandattentivewhilea classmatespeaks. . listenandreactwhena studentspeaks,withphraseslike 'Reatty?'or'That'sinteresting'. Preparation Allowstudentstimeto preparetheirideasbeforeaskingthem to speak.Thismeanstheywillnothaveto searchforideasat thesametimeastryingto expressthem. Support Helpstudentsto preparetheirideas:makesuggestions andprovideusefulwords.Allowthemto workin pairs,if appropriate. Choraldrilling Listenandrepeatactivities,whichtheclassdoestogether, canhelpto buitdconfidencebecausethestudentsfeel[ess exposed.Theyarealsoa goodchanceto practisewordstress andintonation. Teachingmixedabitityclasses Teachingmixedabilityclassesis demandingandcanbevery frustrating.Therearenoeasysolutions,butherearesome ideasthatmayhelp. Preparation Tryto anticipateproblemsandpreparein advance.Drawup a listofthefivestrongeststudentsin theclassandthefive weakest.ThinkabouthowtheywilIcopein thenextlesson. Whichgroupis tikelyto posemoreof a problem- thestronger studentsbecausethey'ltfinishquicktyandgetbored,orthe slowerstudentsbecausetheywon'tbeableto keepup?Think howyouwillattemptto dealwiththis.TheTeacher'sBook includesideasandsuggestionsforactivitiesandfillersfor differentabitities. Independentlearning Thereisthetemptationin classto givemostofyourattention to thehigher-levelstudentsastheyaremoreresponsiveand theykeepthelessonmoving.Butwhichofyourstudentscan bestworkontheirownor in pairs?lt'softenthestrongerones, soconsiderspendingmoretimein classwiththeweakerones, andfindingthingsto keepthefast-finishersoccupiedwhitethe otherscatchuo. Peersupport lfyouaredoingpairwork,considerpairingstrongerstudents withweakerstudents. Projectwork Provideon-goingworkforstrongerstudents.Youcangiveyour strongerstudentsextendedtasksthattheydoalonein spare moments.Forexample,youcouldgivethemreaders,askthem to keepa diaryin Engtishorworkona proiect.Theycanturn to thesewhenevertheyarewaitingfortherestoftheclassto finishanactivity. Correctingmistakes Howmuchwecorrectshoulddependonthepurposeofthe activity.Thekeyquestionis:istheactivitydesignedto improve accuracyorfluency? Accuracy Withcontrolledgrammarandvocabularyactivities,where theemphasisisontheaccurateproductionof a particutar languagepoint,it'sbestto correctallmistakes,andto do so immediatelyyouhearthem.Youwantyourstudentsto master theformsnowandnotrepeatthemistakein laterwork. Fluency Withactivitiessuchasrole-playorfreergrammarexercisesit maybebetternotto interruptandcorrecteverymistakeyou hear.Theimoortantmistakesto correctin thesecasesare thosethatcausea breakdownin communication.Weshouldn't showinterestonlyin thelanguage;weshouldalsobeasking ourselves,'Howwelldidthestudentscommunicate?'.During theactivity,youcanmakea noteof anyseriousgrammatical andlexicalerrorsandoutthemontheboardattheendofthe activity.Youcanthengothroughthemwiththewholeclass. Self correction Givestudentsa chanceto correctthemselvesbeforeyousupply thecorrectversion. Modelling Whenyoucorrectanindividualstudentalwayshavehimor her repeattheanswerafteryoucorrectly. Peercorrection Youcaninvolvetherestofthe classin theprocessof correction.Ask:ls thotanswercorrect?Youcando thiswhen thestudenthasgivena correctanswerasweltaswhenthe answeris incorrect.
  8. 8. tEssol{ sutMARY .. } tw Vocabulary:clothes;describingclothes Listening:a fashionshowcommentary;listeningforspecific information Speaking:describingclothes;beinginexacte.g.it'so kindof... Topic:people Todo the lessonin 30 minutes,keepthe lead- in brief,spendno morethan3-4 minuteson exercise2 ond set VocabularyBuilderand GrommarBuilderexercisesfor homework. t Lead-in 3minutes . Doa quickclasssurveybywritingthesesentenceson the board:I likewearingcomfortableclothes,Iikeboggy trousersand loosetops.I liketo lookdifferentfrom other people. lt'simportantto me to lookfashionable.I reallydon't careaboutfashion. r Ask:Whichof thesestatementsdescribesyoubest?Students discussthesentenceswitha partnerfora minute.Findout witha showof handswhichisthemostpopularattitude. Exercise1 page4 . Askstudents:Whatorethesepeopledoingandwhereare they?$heyaremodellingclothesat a fashionshow.) . Beforestudentsdescribethephotos,checkthatthey understandthemeaningof thewordsin thebox,bygivinga translationandelicitingthe Englishword. r Tellstudentsto workin pairsto describethephotos,giving theiropinions.Askoneortwoof themto repeattheir descriptionsto the restof theclass. KEY | 2 coat- alttheothersaresummerclothes 3 shirt- alltheothersarewornon legs 4 tie- alltheothersarewomen'sclothes 5 socks- alltheothersaretops 6 jeans- alltheothersareformal ltcruDES 0 & i: r clothesr describingctoth€s. compoundadjectives. nationalit,:, . oresenttensecontrasto stateand dvnamicverc ciifferentnationalities. discussinsthe issueof surveillanc, rnh letter 4-10 . Selfcheck1 page11 . Studentsmaketheirlistsin pairs.Goaroundgivinghetp withvocabularyasnecessary.Thiscouldbedoneasa competitionto seewhichpairof studentscancomeupwith thelongestlistin twominutes.Askthewinningpair,and oneother,to readouttheirlists. r Withastrcngerclasselicitmorewordsto addtothelist.(E.g. silksuede,denim,collar,v-neckroll-necksleeveless,hooded. Exercise3 page+ C) r.or o Focusonthelisteningtask.lf studentsareunsureofthe meaningof outfit,explainthatit meansa setof clothesthat youweartogether.Playtherecording,checktheanswerand seeif studentscanremembertheohrasesthathelpedthem identifythephoto. KEY Photo2 andtwootheroutfits TRAISCRIPT 1.01 SpeakerOurfirstmodelhasaninformalbutstylishoutfit.He's wearinganattractiveplain,brownleatherlacketanda tight,cottonT-shirt.lt'slong-sleeved,Ithink.I particularly likethosecasual,baggy,blackieans. Thenextmodeliswearinga shiny,grey,nyloniacketwith matchingtrousers.She'salsogota large,spottyscarf aroundherneck- atouchofhumourfromthedesigner,I feel- anda spotty,long-sleeved,blouse.Andonherfeet, aresimplebutstylishblackteathershoes.Averyelegant outfit,in myopinion. Nowwehaveamoreunusualoutfit.She'swearingared, stripytopandalong,dark,woolcoat.Belowthat,ashort, stripyskirtandblack,leatherhigh-heeledshoes.lt'savery strangelook- I'mnotsureIlikeit,andIdoubtitwittcatchonl Exercise4page+O r.or r Studentsworkin pairsto completethephrasesfromthe commentarythen[istenagainto check.Witha weakerclass, allowthestudentsto listento thecommentaryagainbefore theycompletethe phrases.Theycanthenlistena thirdtime to checktheanswersoryoucouldsimplygivethemto them. Fashion KEY 1 ptain,leather 2 tight,cotton 3 baggy,black 4 shiny,nylon 5 spotty 6 [ong,wool 2 a miniskirt e b teggings f c combattrousers d fleece 3 Openanswers Exercise2 page4 o Askindividualstudentsto readoutthewordsin each category.Correctpronunciationerrors.Listenoutespecially formispronunciationof thevoweIsoundsin leather /'le6e(r)/,fur lfe:(r)/,andfurry I'fz:ril.Drawattentionalsoto thefinaIconsonantlsl in looseandpointouthowit differs fromfinalconsonantlzl in lose. Exercise5 page4 r Studentscanworkin pairs.Attow2 minutesbeforechecking answers. g h roll-neck hoody poloshirt v-neck Forfurtherpracticeof Clothesvocabulary,go to: Unit1.Onramera KEY lshape 2colour 3material
  9. 9. Forfurtherprocticeof Orderof adjectives,go to: KEY 1 2 That'sa smartstripycottonshirt. 3 She'swearinganawfulflowerycottondress. 4 Lookatthatbeautifulcheckwoolmini-skirt. 5 I tikeyourstripybaggybtuehoody. 6 Thisisa greatshinynytonroll-neck. 7 She'swearingridiculoustightfurryleggings. LANGUAGE T{OTE. LIKE Thefotlowingsentencesfromthelessonincludetheword 'like'in its3 differentuses: I likewearingcomfortableclothes,tikebaggytrousersand loosetops.lt lookslikea ...lt'sa bit likea ... Inthefirstusage,likeis a verbexpressingpreference, whereasthesecondusageis nota repetitionoftheverb buta prepositionwhichmeans'forexample'.Theother twounfinishedsentencesincludethesamepreposition withanothermeaning('simitarto').Studentsshould understandthesedifferences. Exercise6 pase+ . Focusattentiononthespeakingtip.Emphasisethatthese phrasesareextremelyfrequentin everydayspokenEnglish. . Modelanddrillthephrases,concentratingparticularlyon theunstressedpronunciationofof,herepronouncedsimpty /r /. Keepthedritlingverysnappy! OPTIOI{AL ACTIVITY Askstudentsto describetheoicturesandanswerthe followinghvoquestionsin pairs:Arethesepeople professionalmodels?ShouldwefollowfashionZAltow3 minutes.Bringtheclasstogether.Findoutbya showof handswhothinksthepeopleinthepicturesareprofessional models/weshouldfollowfashion.Asksomestudentsto justifytheiropinions.Aska fewotherswhytheydisagree. KEY t high-heetedhard-working bad-temperedwel[-known 2 2 easy-going 6 3 high-heeted 7 4 hard-working 8 5 bad-tempered 3 2 well-known 6 3 old-fashioned 7 4 good-looking 8 5 high-heeted old-fashionedgood-looking easy-goinglong-haired good-looking well-known long-haired bad-tempered hard-working easy-going t Lessonoutcome Askstudents:Whathaveyoulearnedtoday?EliciI:I can describesomeone'sclothes,I canuseadjectivesin thecorrect order,I cangive 'vaguedescriptions'of thingsthatarehard to describeexactly.Ask:Whotusefulwordshaveyou learned? Elicitnewwordsandphrasesfromtheclass. NotesforPhotocopiableactivity1.1 Fashionquestionnaire Painvork Language:fashionandclothes Materials:onecopyoftheworksheetperstudent(Teacher's Bookpage123) Handouta copyofthequestionnaireto eachstudent.Go throughtheinstructionsanddothefirstexamptetogether, thenletstudentsworkin pairsto filtin thegaps.Tettthem notto answerthequestionsatthisstagesothatyoucan concentratefirstonthecollocationsandnewitems. Elicitorexplainthefollowingphrasesandsuggestthat studentswritethemin theirnote-books:foshionpages,item of clothing,motch,second-handshop,foshionsense. Studentsaskandanswerthequestionsinpairsorsmall groups.Encouragethemdeveloptheirconversationsbygiving reasonsfortheiranswersandaskingfollow-upquestions. Monitorandhetpasstudentsaretalking,notingany commonmistakesandexamplesof gooduseof language andconducta brieffeedbacksessionattheend. KEY 1 enjoy 2 notice 3 spend 4 read 5 dress 6 item 7 I 9 generations10 judge match 11 fashion hand 12 buy LESSOI{ SUMTARY.t * Grammar:presenttensecontrast;stateanddynamicverbs Listening:a dialogueat a busstop,a mobilephoneconversation Speaking:talkingaboutfacts,habits,currentactionand plans Todo thelessonin 30 minutes,keepthelead-in brief,do exercise1 togetherasa classondsettheGrammor Buildersashomework. r Lead-in 3minutes . Beforestudentsopentheirbooks,brainstorma listofthings thatyoucandowitha mobilephone.Encouragestudentsto comeupwiththecorrectverbsaswellasnouns.Writethe students'suggestionsontheboard.Possibleanswersare: sendandreceivetexts,mokecalls,takephotos,sendphotos, surfthelnternet,setan olorm,listento theradioor music, takevideos. o Directstudentsto thepictureandaskwhichoftheactions inthetistthegirlisdoingwithherphone.(Takinga photo.) Exercise1 page5 Putthestudentsintopairsto describewhat'shappening in thepicture.Youcouldencouragethemto giveasmuch detailaspossiblebytellingthemyouaregoingto timethem andthatbetweenthetwoofthemtheymustnotstoptalking before60 secondsareuo. Suggestthataswellasusingallthewordsintheboxthey shouldgiveinformationaboutthepossiblerelationship betweentheboyandthegirl,howtheyarefeelingand whattheweather'slike.Remindthemalsoto tryto include descriptivevocabularyfromthepreviouslesson. Askonepairto repeattheirdescriptiontotherestoftheclass. contrast Forworkon Compoundadjectives,go to: Unitl.0ncamera
  10. 10. Exercise2 pages e Askstudentsto readthedialogueto themsetvesandthen asktwostudentsto readit aloud. Ask:Whyis Louisannoyedwith Carol?Whois Caroltaking thephotofor? Suggestthatstudentsunderlineexamplesof presentsimple andoresentcontinuousintwoseoaratecolours. KEY presentsimple:Ourfilmstartsin fifteenminutes.Whatdoyou dowiththemall?| usuallysendthemto myfriends.Shelives in NewYork. presentcontinuous:I'mtakinga photoofyou.You'realways takingphotos.Whoareyousendingthatphototo?She's comingto staywithusnextmonth.Whyareyousendinghera photoof me?Thebusisleaving. Exercise3 pages . Studentsdothisexerciseontheirown.Checkasa class. . Ina weakerclassaskstudentsto readouttheexamplefrom thediatoguethatshowstherule. Exercise5 pase5 o Monitorstudentsastheyworkin pairs,checkingfor appropriateuseofthepresentsimpteandcontinuous.With a weakerclassgivestudentsthinkingtimeto notedown theiranswersbeforetheyspeak.Forfastfinisherswriteget andmokeontheboardandaskthemto makeadditional sentenceswiththeseverbs. Exercise6 pages o Directstudents'attentionto theLearnthis!box.lf studentsare unclearabouttheconceptofa stateverb,explainthatit means a 'nonaction'verb.Studentswilldevelooa naturalinstinct astowhetheraverbisa stateverboranactionverb.Inthe meantimeit ishetpfutforthemto learna listofstateofverbs. r Studentsdotheexerciseindividualtyor in pairs. KEY 1 belongs 2 prefer 3 wants 4 don'tunderstand 5 know,mean 6 Do,remember 7 Do,tike KEY l simpte 2 continuous 3 continuous 4 simpte 5 continuous 6 simple Exercise4 page5 . Givestudentstwoorthreeminutesto completethedialogue in oairs.Remindthemto usecontractionsratherthanfull forms.Asyougothroughtheanswersaskstudentsto tell youwhichofthe usesfromexercise3 eachverbrepresents, e.g.Myphone'sringingis usenumber2 (something happeningnow),We'reseeingthenewSpielbergfilm this afternoonis usenumber5 (arrangementsforthefuture). KEY 1 1 don'tremember 2 needs 3 doesn'tlike 4 is raining 2 1 'm enjoying 2 thinks 3 's having 3 1 a smells 2 a looks 3 a tastes 4 a feels KEY 1 's ringing 2 'reseeing 3 'm looking 4 makes 5 lsshephoning betong Do(you)know arewaiting want feel 'reconsidering forget 's smelling 'm [ooking 'm tasting 's feeling 6 's shesaying 7 's alwaysintenupting 8 oftengo 9 areyoulaughing 10 finishes 5 6 7 I 4 5 6 b b b b KEY I 1 Theplanetakesofftomorrowmorningat eighto'clock. 2 lt'squitewarmtoday.I'mnottakinga jacket. 3 Whatareyoureadingatthemoment? 4 I'mlivingwitha familyin lrelandfora month. 5 She'sa writersosheworksfromhome. 6 Theyaren'tgoingto thepartyonSaturdaynight. 7 Doyouusuallywearieansto school? 8,/ Exercise7 page5 . lf possible,askstudentsto workwitha newpartnerforthis exercise.Demonstratetheexerciseyourselfbygivingthe answersto thefirsttwoquestions.Getstudentsto askone ortwofollow-upquestionsforeachanswertheirpartner gives(althoughthiswon'tbepossiblefornumber2). Monitorandnotedownanypersistentmistakesandwrite themonthe boardforstudentsto correct. o Conducta brieffeedbackaskingstudentsto reportbackto theclassanythinginterestingtheyhavefoundoutabout theirpartners. t Lessonoutcome Askstudents:Whathaveyoulearnedtoday?Whatcanyoudo now?andelicitanswers:I conusedifferentpresenttensesto talkaboutthepresentandfuture.I understandstateverbs. Ask;Whichstateverbscanvouremember? 2 1 a lives 2 a doesn'tdrive 3 a Do(you)speak 4 a ishaving 5 a are(you)meeting 5 a is alwaysleaving b isvisiting b isdriving b are(you)speaking b has b does(thefitm)start b doesn'twash Forfurtherpracticeof Stoteond dynamicverbs,go to: Forfurtherpracticeof Presenttensecontrast,go to: Unitl.Ontamera
  11. 11. Elllilitt Stereotypes?j f-ESSOllSUMMARYaa&:. Reading:a textaboutLondoners Listening:descriptionsof nationatsstereotypes;matching Speaking:talkingaboutnationaland regionaIstereotypes Vocabulary:personalityadiectives Topic:people Todo thelessonin 30 minutes,keepthelead-in brief,askstudentsto readthetextbeforethe lesson,allowten minutesfor thereadingexercises(2 and3) anddo exercise6 as o wholeclassoctivity. f Lead-in 3minutes . Beforestudentsopentheirbooks,writeLondonontheboard andexplaintotheclassthattheyaregoingto brainstorm wordsassociatedwithLondon.Givethematopic,forexampte, buildings.StudentsnameasmanyLondonbuildingsasthey can.Continuewiththetopicsoftransportandfamouspeopte. CULTUREIIOTES- tOl{DOTERS Thetitle of the text;lkloybeit'sbecauseI'm a Lbndortelr comesfroma famo.Ussongwrittenby HubertGreggin 7947.lI hasbecomea kindofanthemforLondon. ALondoneris a personfromLondon.Inthiscase,adding -ermakestheworddescribea person.lt isn'tthesame forallcities.A personfromManchester,forexampleisa Mancuniananda personfromLiverpoolisa Liverpudlion. Exercise1 page6 . Beforeproceedingwiththeexercise,elicitor explainthe meaningof the lessontitle,stereotypes(afixedidea orimagethatmanypeoplehaveaboutsomethingor somebody,especiallya race,nationalityorgender,which isoftennottrue.Forexample:the Frenchareveryromantic, theBritishonlydrinktea,theJapaneseworkveryhard). . Focusonthephotoandthetitleofthetext.Askthequestions to theclassasa whole.Askadditionalquestionssuchas: Howaretheyfeeling?Whattimeofyeoris it?Wherearethey going?alwaysaskingthestudentsto iustifytheiranswers. Exercise2 page6 . Focusonthetask.Askstudentsto readthroughthetext lookingonlyforinformationthatanswersthequestion. Tetlthemto hightightanythingin thetextthatsuggestsa negativeopinion,to hetpthemanswerthequestion. KEY 1 loanna 2 Amir 3 loanna 4 Sam 5 Amir 6 Sam Exercise4 pageo 6) r.oz . Focusontheinstructions.Tellstudentsthatwhenthey listenforthefirsttimetheyonlyneedto tryto geta general understandingofwhattheteenagersaresayingandto write downtheirnationatities. . Witha weakerclass,pre-teacha fewkeywordsor phrases thatyouthinkthestudentsareunlikelyto know. KEY 1 Brazilian2 American 3 Japanese 4 Spanish TRAilSCRIPT 1.02 1 Rosana | loveBrazilians- butmaybethat'sbecauseI'mfrom Brazil!Thebestthingaboutthemis,theylaugha lotand theysmilea lot.lfyouwalkdownthe street,youseelotsof smiles!Anotherthingisthatthey'realwayswitlingto share whatthey'vegotwithyou;evenif theyhaven'tgotverymuch themsetves...They'renotat atlmean. 2 Ethan I'm fromNewYorkin the USA.lt's an enormous country,of course,and peoplearedifferentin differentparts of the States.ButI thinktherearesomecharacteristicsthat aretypicalandthataresharedbyAmericansacrossthe country.Letme giveyou an example.In generat,Americans workhard- theystartworkearly,finishlate,andtheydon't havelonghotidays.In my opinion,they'reproudof their country,andveryproudto beAmerican,whatevertheirethnic background. 3 lunko I'm nottypicatlyJapanese- I'm probablymorelikean Australian,becauseI'velivedherein Australiaforyearsnow. lapanesepeoplehavegotgoodmannersandshowrespect to otherpeople,especiallypeopletheydon'tknow.Infact sometimestheycanbe ratherformal.Personally,I'm not! Anotherdifferencebetweenme and otherJapaneseis that I'm veryopen,evenwith peopleI don't know.Japanesepeople oftenhidetheirfeetings.Theydon'tlikeotherpeopleto know whattheyarethinkingor feeting. 4 Carlos I'mfromSpain- fromthe south.nearSeville.I think Spanishpeopte,in general,arequitewarm-heartedand theylikemeetingnewpeopteandmakingnewfriends.The Spanishdon'tliketo sitin silence- theyliketatking- they canchatawayfor hourson end.That'smy opinion,anyway. Exercise5 pagee f) r.oz o Gothroughtheopinionswiththeclassanddealwithany vocabularyquestions.Playtherecordingagainandpause aftereachansweris givento givestudentstimeto write theiranswer.Letstudentschecktheiranswerswitha Dartnerbeforecheckineasa class. KEY al bE flcC gR hC KEY Joanna Exercise3 page6 . Studentsre-readthetext.Encouragethemto lookfor synonymsforthewordsinthetask.Demonstratethefirst question,showingthemhowto scanthetextuntittheyfind theappropriatesynonymorsynonymousphrase(cotdand unfriendly).Againencouragethemto underlinetheanswerin thetext. o Witha weakerclassstudentsshouldreferto thewordlistas thevread. dE eR Exercise6 page6 o Checkunderstandingofthewordsinthebox.Altow studentstwoto threeminutesto discusstheirideasand notethemdown.Encouragethemto recyclewordsfrom thetexttooandanyotherideastheymighthavesuchas punctual,romantic,formal,etc. Unitl.Oncamera
  12. 12. Exercise7 page6 . Askstudentsto readouttheirideasandseeif otherstudents agree.Youcouldhavea discussiononstereotypesingeneral, genttyguidingthemtowardstheideathatstereotypesusually containsometruthbutthatwemustbecarefulnotto over- generalise.Startthediscussionbyasking:Doyouthink stereotypesarebasedon truth?Howdoyoufeelwhenpeople makegeneralisotionsaboutpeoplefromyourtown/ country? i Lessonoutcome Askstudents:Whathaveyoulearnedtoday?Whatcanyoudo now?Elicit:I cantalkoboutdifferencesbetweennationalities. Ask:Whotusefulwords,phrasesand ideashaveyou learned fromthelesson? KEY 1 1 notto spend 2 going 3 notto see 4 to buy 5 eating 6 doing 7 notto arrive 8 driving Exercise3 page7 r Studentscanworkaloneorin pairs.Tellthemto referbackto theverbsin thetable,includingthosethatarealreadythere. KEY t hearing 2 having 3 togo 4 to hate 5 taking 5 to co-operate 7 tobe 8 to see 9 being Exercise4 pagez . Again,studentscanworkindividuallyorin pairs.Asyougo throughtheanswers,highlightthewordorderusedifthe infinitiveisnegative:lpretendnottobeandNOT/pretendtonot be.ExplainalsothatIfailtounderstandisafixedexpressionand isa moreformalwayof sayingI don'tunderstand. o Askstudentsto puta ticknextto thestatementstheyagree with.Thenaskthemto comparetheiropinionwiththeir partner's.Encouragethemto developtheirargumentsby sayingwhytheyagreeandgivingexamples,if possible. KEY 1 reading 2 to write 3 notto be 4 to understand 5 leading Exercise5pagez$ r.or o Letstudentscomoareanswerswitha partnerbefore checkingasa class.Remindthemthatthereisoneopinion whichdoesn'tmatchanyofthespeakers. KEY Speaker1: 3 Speaker2: 1 Speaker3: 2 Speaker4: 5 TRAT{SCRIPT1.03 Speaker1 Wett,if I'mhonest,I doliketo knowaboutthelivesot famouspeople.I don'tadmitit,ofcourse!| mean,I neverbuv thosemagazineswithphotosandstoriesaboutcelebrities - you,know,Hello!magazineandtheothers.No,I neverbuy them.ButwhenI'mwaitingto seethedentist,orthedoctor, andI seethemagazinesonthetable,I havequicklook- I nevertellanyone,ofcourse,- andI quiteenioyit,reatly. Well,richpeopleoreinteresting,aren'tthey? Itatil;ttliflit Verbpatterns) tEssoll suMMARY.. * " Grammar/Vocabulary:verbpatterns Reading:a shortarticle Listening:shortmonologues Speaking:tatkingaboutcelebrityculture Todo the lessonin 30 minutes,do exercises2 and6 asa classandsettheGrommarBuilderashomework. r Lead-in2minutes o lntroducethetopicof celebritiesandpaparazzibyasking studentsto namesomemagazinesthatcontaincelebrity gossipandphotos.Ask:Whichmagazinesdoyouread? Whichcelebritiesareyou interestedin readingaboutand seeingphotosof?Wouldyouliketo befamousandseeyour photosin magazines? CUTTUREI{OTE- PAPARAZZI . Thenamepaparazicomesfroma chamctercalled Paparazzoin the Fellinifilm,ta DolceVita,whorode aroundona scootertakingphotosof richandfamous people.Thewordpaparwzooriginallymeans'a mosquito'. r Celebritieswhoarewell-knownforfightingback physicallyorverballyagainstthe paparazziinclude OasissingersLiamandNoelGallagher,JayKay(lead singerof .lamiroquai),EwanMcGregor,SeanPenn,Mel GibsonandPrinceHarry. Exercise1 pase7 Focusonthephotoandelicitwhatishappening.Askstudents to readthetextquicklyto decidewhichviewtheyagreewith. Findoutthrougha showofhandswhatthemajorityofstudents think. Askifstudentsknowofanyfamousincidentsinvolving paparazzi.Don'tencouragefurtherdiscussionabouttherights andwrongsofphotographingcelebritiesatthisstageasthey willhavea chanceto dothisinexercise4. Exercise2 pageT r Askstudentsto copythechartintotheirnotebooksandadd theverbsfromthetextintothe correctcolumn.Dothefirst exampletogetherandthenletstudentsworkalone. r Duringfeedbackmakesuretheyareclearaboutthe meaningof can'tface(notwantto do somethingbecause it'stoodifficuttor unpleasant,e.g.I can'tfacedoingmy homeworklthewashingup) andcon'thelp(notbeableto stopyourselffromdoingsomething,e.g.I couldn'thelp Iaughingwhenshewastalking). KEY verb+ infinitive:agree expect fail hope managepretend refuse seem want verb+ -ingform:avoid can'tface can'thelp enioyimagine spend(time) Forfurtherpracticeof Verbpatterns,go to: Unitl.Oncamera
  13. 13. Speaker2 Yes,I oftenbuymagazinesaboutcelebrities- | tike to readabouttheirIives.lt's interesting.And I liketo seethe photos,too, but I don'tagreewith the paparazziwhowait outsidepeople'shousesandthenfollowthem.Thatmustbe tenible.lt's importantforfamouspeopleto havea private life,awayfromthe cameras- just tikenormalpeople. Speaker3 | don'treadthosemagazinesveryoften.I supposeI'm quiteinterestedin famouspeopte,butI getboredwiththesame namesandfacesallthetime.WhocaresaboutTomCruisethese days?OrBritneySpears?ButeverytimeI pickupa magazine, there'sanarticleaboutTomorBritney.lt'sridiculous!Theyneed to find somenewcelebritiesto writeabout. Speaker4 | buyall the celebritymagazinesassoonastheycome out. I wantto knoweverythingaboutthesepeopte- | .iustcan'tgetenoughinformationaboutthem!I'm notsure why- | supposeit'stheglamourand romanceof it.The beautifuldressesand diamondjewellery.I oftenthinkwhatit mustbe tike,beingrichandfamous,and havingan exciting, glamoroustife.Themagazineshelpmeto dream,I guess! Exercise6 pagel r FocusontheLearnthis!box.Givestudentstimeto read it ontheirownandthengetthemto translatethepairsof sentenceswitha partner.Seethe languagenotebelowfor anexptanationofthechangein meaning. KEY Openanswers LAI{GUAGETOTE. VERBPATTERI{s . Withremember,forget,stopandgo on the-ing form referstoanactionthathappensbeforetheremembering, forgetting,etc.andtheinfinitiverefersto thingsthat happenafter. . Try+ -ing meansto do somethingasanexperimentto seewhatwill happen,whereaslry+ infinitivemeansto makeaneffortto do somethingdifficutt. . Althoughnotlistedin thisexercise,studentswillatso haveheard/ikeusedwith-lng or infinitive.There isa subtledifferencein meaningbetweenthetwo. Compare:I likegoingiogging= | enjoyit. I liketogo ioggingbeforeschool: I think it's a goodideato do this(butI don'tnecessarityenioyit). Exercise7 page7 . Givestudentsa minuteto thinkandmakea noteoftheir answers.Asstudentsdothetask,goroundmonitoringand checkingforcorrectuseofverbpatterns.Afterwardsconduct a brieffeedbackaskinga fewstudentsto reportbackto the classsomeofthethingstheirpartnertalkedabout. Forfurtherpracticeof Verbsthatchangetheirmeoning,go to: D1 KEY l l ptaying 2 tostudy 4 to make 3 taking 5 to buy 6 to get 7 dancing 8 giving 3c2d t Lessonoutcome Askstudents:Whathaveyoulearned?Whatcanyoudo now?andelicitanswers:I canidentifyandusedifferentverb patterns.I canexpressopinionsaboutthepaporazzi.Ask:What newverbsandphraseshaveyouleorned? Surveillanc9ry tEssol{ suillMARY.. a Reading:an article;matching, multiple-choice Listening:a song,Somebody'sWatchingMe Speaking:a discussionaboutsurveillance Topic:scienceandtechnology Todo thelessonin 30 minutes,oskstudentsto readthe textfor thefirst timeot home. f Lead-in 2minutes r Writesurveillance/sgrverlans/ontheboard.Exolainthat if someoneisundersurveillancetheyarebeingwatched veryclosely.Askl.Whois usuallykeptundersurveillance? (Someonesuspectedof a crime,a memberof a gang,a wife or husbandsuspectedof havinganaffair,etc.)Whokeeps themundersurveillanceT(Thepotice,privatedetectives, rivalcriminals,etc.) Exercise1 page8 . Focusonthephotograph.Ask:Whotcanyousee?Students wiltprobablysaycameraor videocamera.Directthem towardsthewordsClosed-CircuitTelevision(CC-N)cameros andpractisethe pronunciation/si:si:ti: vi:/.Ask:Whatis a CCTVcameraT(ltis a televisionsystemusedforsecurity. It iscalledclosedcircuitbecauseit isfora smalInumberof viewersasopposedto broadcastft) . ElicitwhereCCWcamerasarenormallyfound(shopping centres,carparks,stations,airports,etc.). Exercise2 page8 . Focusonthetaskandthenontheparagraphheadings.Ask studentsto underlinethekeywords.Emphasisethatifthey readthemcarefullyit witthetpthempredictthecontentof thetext. . Givethestudentsabout5 minutesto matchtheparagraph headings.Makesuretheyunderstandthatoneheadingis notnecessary.Encouragethemto sharetheirideasin pairs. KEY A2 B6 c4 E3 Exercise3 page8 o Askstudentsto readthequestionsanddeaIwithany vocabularyprobtemsthatarise. r Givestudentsplentyoftimeto readthetextintensivelyto answerthequestions.Theyshoutdunderlinethepartofthe textthatgivesthemtheanswersandalsonotethenumber ofthequestionnextto whatthey'veunderlined,sothat duringfeedback,whenyouaskthemto giveevidencefor theiranswerstheywittbeableto findit moreeasily. KEY 1b 4d 5d 6d Exercise4 pageg . Gothroughthedefinitionstogether.Dothefirstoneortwo definitionswithclassshowingthatmanyofthecluesarein thewordsthemselves(cashmochine,monitoring). Unitl.Oncamera
  14. 14. KEY 1 cashmachine 2 monitoring 3 passwords 4 itlegal 5 citizens 5 tag 7 download 8 software 9 shoptifters Exercise5 pages f) r.o+ o Gothroughthewordsinthebox.Youmanyneedto explain tricks- to ploya trickonsomeoneisto deliberatetytryto makesomeonebelievesomethingthat'snottrue. . Witha strongerclassstudentscancompletethegapsbefore listeningto check.Remindthemto thinkaboutrhymeas wellasmeaning. . Witha weakerclassaskstudentsto readthroughthe lyrics ignoringthegapsandthenptaytherecordingforthemto fitl themin. studentsto usetheideasandvocabularyfromexercise7 aswellastheirown.Allow3-4 minutes.- Whenthegroupsareready,chooseonepersonfromeach group.Theclassnowformthejury.Theirroleisto take notesofthe argumentspresentedbyotherstudentsand finallydecidewho- theopponentsortheproponents - aremoreconvincing. Thefourgroupschoosetheirspeakers,whotakeit in turnsto presenttheirarguments.Theyhavea minute each.Beforetheystart,explainthateverybodyshould listencarefullyto theothersastheywitthavea chance to respondto theargumentsofthe othergroupseither strengtheningtheirpointorcontradictingit. Whenthisroundis finished,allowgroupsto worktogether againanddecidewhatto sayin thesecondround.Feed phraseslike: ttlecompletelyagreewith ourfriendssoying that ..., Wetotallydisagreewiththegroup whosaythot .. After2-3 minutesletthe speakerstalkagain.Whenthey havefinished,eachmemberoftheiurywritesdownon a pieceof paper'for'or'against'statingwhosearguments werethe mostappealing. Readthedecisionof theiuryoutto theclass.lfyouwant to becertainthatthereisn'ta draw,addyourownvote. lf youwantto givefeedbackon students'mistakes, considermakingnotesonthemisuseofverbpatterns.At theendof activityreadyournotesoutto theclass.Elicit corrections;putcorrectexamplesonthe board. t Lessonoutcome Askstudents:Whathaveyoulearnedtodoy?Whotconyoud() now?andelicitanswerslcan understandonarticleabout surveillance.I cangivemyviewsonsurveillance.I havegot tt knowthesongSomebodyWatchingMe. Tail<ingaboutphotos tESSOlt SUMilARY.., FunctionalEnglish:talkingaboutphotos Grammarandvocabulary:prepositions:looklike/lookasif/thouc, Listening:dialogues;listeningforspecificinformation Speaking:describingwho'swhoina photo Topic:peopte Todo thelessonin 30 minutes,keepthelead-i brief,do exercise2 quicklyosa closs,keepto a limit of 3 or t minutesfor exercise3 andkeeptheperformancesin exercist brief. r Lead-in 3 minutes . Writethefoltowingquestionsontheboardforstudentsto discussin pairsorsmallgroups:Doyouenjoylookingatoth, people'sphotos?Whotsortofphotosdoyouenioylooking at?Arethereanythatyoufind notsointeresting?Doyou likt' havingyourphototokenTHavea quickclassfeedback. Exercise1 page1o f) r.os . Focusstudentsonthephotoandtheinstructions.Ptaytlr, recordingforstudentsto readandlistenanddecidewho Connor'ssisteris. KEY 1 tife 3 home 5 2 price4 dream6 hair 9 tricks showers 10 neighbours phone 7 ry8 CUTTUREI{OTE- SOTEBODY'SWATCH'NGNE Somebody'sWatchingMe wasfirstsungbyRockwell,an Americansinger,withMichaelJacksonsingingbacking vocals,in 7984.ln 2006,Beatfreakz,a Dutchgroup,made a danceversionof it whichwasaninternationalsuccess. Exercise6 page9 Dothisexerciseasa class. KEY paranoidWhenpeopteareparanoidtheyworrythatotherpeople don'ttikethem,aretryingto harmthemorthatpeopleare watchingthem.Withsurveillancepeoplereallyarewatchingthem. Exercise7 page9 Gothroughthesentencesandansweranyquestionsabout vocabulary,e.g.deter(putoff,stoppeoplewantingto do something).Sometimesstudentsareshyto askwhenthey don'tknowa wordorthinktheyknowthemeaning.ltwoutd beuseful,therefore,to checktheirunderstandingbyasking: Whichwordmeans...?andgivea definitionin Englishor a translationofthewordyouraretryingto eticit. Studentsworkin oairsto dividethesentences. KEY For:2,3,7,9 Against:7, 4, 5,6,8 Exercise8 page9 . Youcouldfindoutthrougha showof handswhatstudents' viewsarebeforetheystarttheactivityandpairthemso thata studentwhois pro-surveillancesitswitha student whoisantisothatdiscussionismoreanimated.Goaround monitoringandfeedingin languageasnecessary. ADDITIOl{AtSPEAKII{GACTIVITY TellstudentsthatCCWcamerasaregoingto beinstalled in yourschool.Brainstormandagreeontheplaceswhere the camerasmaybe put(classrooms,halls,toitets?)and whowill haveaccessto the screensandrecordedmaterial (teachers,parents,thepolice?). Dividetheclassintofourgroups.Twogroupsprepare argumentsforor againstthe camerasfromthe pointof viewof students.Twoothergroupsworkonargumentsfor or againstfromthe pointofviewofteachers.Encourage unit1. oncamera ,/
  15. 15. tAl{GUAGE I{OTE - LIKE Thepreposition/ikein looklike+ noun/personmeans'to resemble',in look/r'ke+ clausemeans'asiP. Thedifferencemaybeillustratedwiththeseexamptes: 5helookslikea fomousmodel(: Sheresemblesa famous personin herappearance).Shelookslikesheis a famous model(= I thinksheis a famousmodet). Exercise4 page1o . Studentscompletetheexercisealoneor in pairs.Checkasa class. Exercise2 page1o o Studentsdotheexerciseindividualtvordoit asa wholeclass. KEY 1 at 2on 3 with 4in IAI{GUAGE I{OTE - GUY Studentswiltnodoubtbeveryfamiliarwiththewordguy, whichisaninformalwordforman.ltcanbea veryuseful wordto useat that'in betweenage'whenboysoundstoo youngandmonsoundstooold. Exercise3 page1o . Gothroughtheinformationin theLearnthis!boxandelicit furtherexamplesontotheboard.Practisethepronunciation oflooksosthough.Thenaskstudentsto findthe expressionsin thedialogue KEY 1 Shelooksa bitlikeyou. 2 Helooksnice. 3 Youlookasthoughyou'rehavinga greattime. Sarah Fromschoo[? Connor No,Mikeand I ptayfor the samefootbaltteamon Saturday morntngs. Sarah Helooksas thoughhe fanciesyoursister. Connor Whatmakesyouthinkthat? Sarah Thewayhe'ssmilingand lookingat her. Connor No,I don'tthink so.Anyway,he'sgota girtfriend. Sarah Really?Shame. Exercise7 pase1o . Studentswritetheirdialoguesin pairs.Ina weakerclass theyshouldwritefulldialogues.Ina strongerclassnotes willbesufficient.Remindthemto usetheexpressionsfrom thelesson.Circutateastheywrite,correctingmistakesand hetping. Exercise8 page1o . Studentsactouttheirdialogues.Remindthemto speak toudlyandclearly,to maintaineyecontactwitheachother, andto showinterestin whattheotherpersonissaying. Evenif theyhavewrittenoutthefulldialogueencourage themto readaslittleaspossible. t Lessonoutcome Askstudents:Whathaveyoulearnedtoday?Whotcanyoudo now?andelicitanswers:I cantalkoboutphotos.I conidentify whois who.I cansaywheretheyore in a photo. I cantalk about howtheylook. NotesforPhotocopiabteactivity1.2 Spotthedifference Painrvork Language:describingpictures,prepositions,present continuous,clothes Materials:onecopyoftheworksheetcutin halfperpairof studentsOeacher'sBookpage124) . Dividestudentsintopairsandgiveouttheworksheets.Tell studentsthattheymustnotlookat theirpartner'spicture. Explainthattheybothhavea pictureof a classphotobut therearetendifferences. r Remind/ elicitfromstudentsthelanguageof identifying peoplein a photo:Theguyon theleft/right,Thesecondguy on the left/righf, etc. Studentsdescribetheiroicturesandaskouestionsabout theirpartner'spicturein orderto findthedifferences.When theyfinda difference,theVmarkit witha cross. AskStudentA to beginbydescribingthefirstpersonon theleft.StudentB listensandasksquestionsto findoutif thereareanydifferences.Explainthatthedifferencesrelate onlyto thepeople,andthattheremaybemorethanone differencerelatedto eachoerson. Stoptheactivitywhenmostpairshavefoundtheten differencesandletthemcomparethepicturesto check. Elicitthedifferencesfromthectass.Duringthisfeedback teachthefollowingexpressions(Don'tpre-teachthemas it wilt spoitthe activity):topull a (silly/funny)face,to leon back,to fold your arms,to do a Vsign, to put/haveyour arm roundsomebodv. KEY Frontrow InpictureA theguyontheleftiswearinga stripyshirt.ln B he iswearinga checkshirt.InpictureA heis leaningfonta'Cirith hiselbowonhisknee.In pictureB heis leaningbackr,'i- 'ris armsfolded. InpictureA thesecondguyontheleftisn'earinga !aggi T-shirt,in pictureB heiswearinga tightT-si';i InpictureAtheguyinthemiddteofthef'o-:'.'", s r,ea-;-ga long-sleevedT-shirt,in pictureB it'sgo:s-31sre€.es. KEY 1 looked 2 looklike,looks 3 lookasthough/asifllike 4 tooklike 5 looksasthough/asifllike Exercise5 page1o . Doanexampletogetherasa classbeforestudentsworkin oarr5. Exercise6 pagero f) r.oe . Lookagainat the photoin exercise1. Playthe recording. Studentstabelthepeople. TRAilSGRIPT1.05 Sarah Who'stheguyontheleft? ConnorInthewhiteshirt? Sarah No,inthegreyandwhiteshirt. ConnorThat'sKim.He'sleffs brother. Sarah Sohe'syourcousintoo. ConnorYes. Sarah Theydon'tlooklikebrothers. ConnorOh,Ithinktheydo.Butthey'vegotverydifferent personalities.Kim'sveryquietbutJeffs reallyoutgoing. Sarah Who'sthegirlontherightinthewhitedress? ConnorIthinkshe'sa friendofJeffs.I can'trememberhername ...Oh,it'sSandra. Sarah Shelooksyoungerthaneveryoneetse. ConnorYeah.shedoes.Ithinkshe'sabout74o(75. Sarah Theguyinthewhiteshirtlooksnice. ConnorHe'sa friendofmine. Unitl.Oncamera ( 17
  16. 16. InpictureA thegirlintheskirtispullinga (sitly)face.Inpicture Bsheissmiling. InpictureA thegirtontherightiswearingglasses,in picture B sheisn't.InpictureB sheisdoinga V-sign.InpictureA sheisn't. Backrow: InpictureBthegirtonthelefthasgotherarmaroundthegirl nextto her,in pictureA shehasn't. InpictureA thegirlinthemiddlehasshoulder-lengthhair.ln pictureB shehasshorthair. InpictureBtheguyontherighthashishandontheshoulder ofthegirtin themiddte,in pictureA hedoesn't. tEssoll suillMARY .. & Writing:a lettertoanexchangestudent Reading:letters;identifyingtopics,inserting sentences Topic:people Todo the lessonin 30 minutes,studentsfinish the writing taskfor homework. f Lead-in 2-3minutes . Writeexchangestudentontheboard.Elicititsmeaning andbrainstormreasonswhypeopletakepartin thiskind of exchange.(Toimprovetheirforeign[anguageandget to knowanothercountry'scultureandschoolsystem,to experiencetheindependenceof beingawayfromfamily.) Askstudentsif theywoutdliketo do it. Why/ Whynot? Wouldtheyliketo do it in the UK?lf not, whichcountryT Exercise1 page11 o Focusonthetwolettersandtheinstructions.Seta time timitforstudentsto readthemandanswerthequestions. KEY Luc,FranceGeorge,England Gloria,Spain Sarah,Wales Exercise2 pagetl o Focusonthetopics.Givestudentsa fewminutesto re-read thelettersandidentifythetopics.Makeit clearthata topic maybementionedmorethanonceandnotalltopicswiltbe mentioned. CULTUNEilOTE - BRITISH SCHOOTS Year11 isthelastyearof compulsoryeducationin British schools.Studentsprepareforpublicexams,GCSEs (GeneralCertificateof SecondaryEducation)duringthis year.Studentscanchooseto stayonforanothertwo yearsafterthisto studyforA-levels,whicharetheBritish equivalentof school-[eavingexams. Exercise4 page1r . Readthewritingtip asa class.Gothroughtheinstructions forthetask.Thisptanningstagecanbedonein pairs, althoughthewritingstagewiLlneedto bedoneindividuaLly. Exercise5 page11 . Allowabout20 minutesforthisstage.Walkaround correctingandhelping.Whenstudentshavefinished,get themto swapletterswithanotherstudentto checkfor mistakesbeforetheyhandtheircompositionsin.Encourage fastfinishersto writemoredetailedletters. t Lessonoutcome Askstudents:Whathoveyoustudiedtoday?Whatcanyoudo now?andelicitanswers. I conwritea letterintroducingmyself., canorganisemyideosintotopics. TOPfC.e& Peopte,healthandtifestyle,shoppingandservices t Lead-in 2-3minutes . Standin frontoftheclass,andaskstudentstosaywhat adjectivestheywoutduseto describetheclothesyouwear (e.g.casual,formal,trendy,traditional,colourful). r Askstudentsto workin pairs,anddescribetheirpartner's ctotheswiththreeor fouradiectives. r Coltectsomeadiectivesontheboardandcheck comorehension. ExerCiSe1 page12 2-3minutes . Checkthatstudentsunderstandtheadjectives. . Studentsthinkofctothestheyliketowear(ratherthanthose theyarewearingto class),andchoosefouradjectives. r Getfeedbackfroma fewstudents. Exercise2 paget2 f) r.oz 8-10minutes @ a a Explainto studentstheyaregoingto hearsomeone describinghowdifferenttypesof peopleusuallydress. Allow1 minuteforstudentsto readthroughtheinstructions andthetaskitems.Tellstudentsto payparticularattention to negativestatementsastheymayoftenbemisleading. Theymayfindit usefulto undertinenegativeexpressions aswellaskeywords.ldentifyingkeywordsis easierifyou analysewhatkindof informationmaybefalse. Remindstudentsthata pieceof informationisonlycorrect if it agreeswiththe recordingtext,andis onlyfalseif the recordingmakesit clearthatit is untrue.lfthereis no informationin thetextabouta statement,theyshouldmark Notstatedratherthanusetheirowniudgement. Askstudentsto checktheircompletedanswersafterthe secondlistening. Ptaythe recordingtwicewitha 3O-secondpausein between. Checkanswers.Discussstudents'exoerienceofthetask. KEY George 1 e Gloria 1 e 2g 2d 3b 3c 4a 4a Exercise3 pagert . Focusattentionontheinstructions.Studentsworkin oairs to matchthesentenceswiththegaps. KEY 1e 2b 3g Unitl.Oncamera 4a 5f 6c 7d KEY 1F 2I 3F 4N5 5NS 6F 7F 8T
  17. 17. TRAilSCRIPT 7.07 Sometimespeoptefeettheyshoulddressin a certainwaybecause it'sfashionable,buttheycanend up feelinguncomfortablein the clothesthey'vechosen.Youcanavoidthis byclarifyingwhatkind of wardrobepersonalityyouare,and chooseandwearctothesthat suityou.Therearefourwardrobepersonalities:Dramatic,Classic, Romanticand Naturat.Butit's certainlypossibleto be a mixtureof lifferentpersonalitiesor to changeovertime. Jramaticwardrobepersonalitieshavea clearlydefinedstyleand .rrenotafraidto standout fromthe crowd.A typicalDramaticwill re drawnto vivid,brightcotoursand shockingcombinations.They :oveto dressup onedayand be completelycasualthe next,but lheirmainaimis to drawattentionto themselves.Someenjoy dressingin designertabelsbut manypreferexpressingtheir individualitybyshoppingin second-handshops. Classicwardrobepersonalitiestendto be farmoreself-confident fhanDramatics.Theirchoiceof clothingis oftenconservativeto ,eflecttheirreservedpersonalities.Classicshaveexcellenttaste ,lndoftenbuyexpensiveclothesthatwitllastforyears.Their ,efinedtasteextendsto theirchoiceofiewelleryand eventheir. nairand make-upwhichis sophisticatedbut alwaysunderstated. Classicstakepridein theirappearanceandwilt tookspotlesseven ivhendoingthegardening! Romanticwardrobepersonalitiesloveto lookartisticand avoid the cteanlinesandminimaldetaitthatClassicpersonalities love.They'reattractedto anythingthat communicatesluxury andexpense.Theyloveexoticpefumes.Youcanoftensmella Romanticbeforeyou canseethem,and onlyan expensiverangeof make-upwilldo. However,too oftenRomanticsoverdothe detait, oerfumeand make-uo. Thelastwardrobepersonalitytypeis Natural.Forthem comfortabte,practicalclothingis of the greatestimportance.They oftenleadveryactivetifestylesandtendto seeformalclothesas too restrictive.Theirwardrobeis minimaland manydo not even owna make-upbag.ExtremeNaturalsneedto be carefuInotto presentthemselvespoorlyat formaloccasions. It is importantto beawareof yourwardrobepersonalityand expresswhoyou reallyare. Butremember,don'tbe afraidto changeand reftectthe differentsidesofyour personality. Exercise3 page12 5minutes . Askstudentsto lookat thetitteof theartictein exercise 4 (Sizezero)andto tryandpredictwhatit witlbeabout (modelswhoareextremetythin). . Exptainthatthekeyto completinga gapfilttasksuccessfully isunderstandingthecontext,andunderstandingthegeneral themeof thetext.Tel[studentsthatthisexercisewillhelp withthis,soit is importantnotto fitlin anygapsyet. r Studentsskimreadthetextto decideontheanswer. r Checktheanswerin pairs,thenhavea quickclassfeedback. KEY b ExerCiSe4 pagetZ 7}-Tzminutes Exptainthatin a Useof Englishtaskthemissingwordstend to begrammarwords(e.g.prepositions,auxiliaries),verb formsor partsof phrasalverbs,collocationsor phrases. lftheygetintothehabitof learningnewvocabularywith wordsthattheyusuallygowith,it witlhelpthemin thiskind oftask. Otheritemsteststudents'knowledgeofvocabulary, theseoftenincludesynonymsorwordsthathavesimilar meanings,falsefriendsandwordsoftenconfusedby languagelearners.Encouragestudentsto recordsuchnew vocabularywithexamplesillustratingthedifferencesin meaning. Advisestudentsto readthetextcarefullyandto tryto eliminateanswersthataredefinitelywrongwhentheyfirst gothrough.Theyshouldthenre-readthetextandmaketheir choices.Remindthemto checktheircompletedanswers attheend,andmakesuretheydo notleaveanyquestions unanswered.Intheexam,thereisnopenaltyformarking thewronganswer. Checkasa class. KEY 1c 2b 5c 6c 7c 8a 9c 10a 3c 4b Exercise5 page12 5minutes Readtheinstructionsasa class.Explainthatintheir descriptionsstudentsshoutdtryandfocusoneachofthe threepointofviewmentioned.Encouragethemto tryto gobeyondtheseto scoremorepointsin theexamtask,by speculating,forexample,whathashappenedbefore/what isgoingto happenafterwardsor bybringingintheirown relevantexperiences. Focusstudentsonthefirstphotoon page12.Brainstorm someusefulvocabularyandstructuresthattheycoulduse. Referthembackto lessons14and1F. Studentspreparesomequestionstheycouldaskaboutthe photoindividually. Theydothetaskin pairs,askingandansweringquestions aboutthepicture.Askthethreequestionsaroundtheclass to followup. ExefCiSe6 page72 8-l0minutes o a Readthequestionsasa class.Pre-teachoffthepeg(buying ready-madeclothesratherthanhavingclothesmadeto measure),andaskstudentsifthereisa wordorexpression witha similarmeaningin theirown[anguage. Explainthatinthistypeoftaskthefocusisonfinding similaritiesordifferencesbetweenthetwosituations,not ondescribingthedetailsofeachimage.Theycanmention specificdetailsto illustrateanypointstheywantto make. Allowa minuteortwoforstudentsto collecttheirthoughts abouteachofthequestions. Modelthetaskwitha strongerstudent. Studentsin pairstakeit inturnsto dothetask.Encourage themto noteanydifficulties,goodor Jacpoints,andgive feedbackto eachotherafterthevboif.finished. Conducta classfeedbackbvaskineaboutthedifflcultiesor issuestheydiscussei. + Lessonoutcome Askstudents:Whothoveyouleorned,/prlctisedtodayT Elicil:I havepractisedcompletinga true/false/notstated listeningtask.I havepractiseda multiple-choiceclozetask.I can comporeandcontrastphotosanddiscusstheissuesinvolved. Getreadyforyourexam1
  18. 18. TOPIC a & /.& People,society,freetime t Lead-in4 minutes . Writefomousandpopularontheboard.Elicitthenoun forms(fame,poputarity). . Ask:Whatcouldyoudo to becomefomous?andnotesome of thestudents'ideasontheboard. r Ask: Whichof thesethingsbroughtfamea hundredyears ogo?Underlinetheappropriatenotes. r Ask:Wosit easierto becomefamousin thepastor is it easiertoday?Why?Conducta shortclassdiscussion. ExerCiSe1 page13 5minutes o Studentsworkin pairs.Encouragethemto expresstheir opinionsandsupportthemwithat leasttwodifferent argumentsandexamptes. r Aska fewpairsto reportbackto theclass. EXefCiSe 2 page73 t5-76 minutes Askstudentsto readthewholetextandthesixheadings carefu[[ybeforetheystartcompletingthematchingtask. Remindthemthatoneoftheheadingswillnotbeneeded. Explainto studentsthateachparagraphin a textis organisedaroundonekeyidea.Thefirstsentenceof a paragraph(thetopicsentence)usuallysetsupthiskey idea,whichthe paragraphthenexploresin moredepth, andthelastsentenceusuallysummarisesthetopicofthe paragraph.lf studentsunderstandthis,it witlbeeasierfor themto completethetask.Theycanunderlinethoseparts ofthetext(keywords,etc.)thatidentifythekeytopicof eachparagraph. Studentscompletethetaskindividuatty.Tellthemto check theiranswerswhentheyhavefinished,andto makesure theremainingheadingcannotbematchedto anyofthe paragraphs. Checkasa class.Askstudentsto iustifytheirchoicesby supportingthemwithexamplesfromthetext(forexample, usingthefragmentstheyundertined). Youcanaskfastfinishersto readthetextagain,andmakea listofthe advantagesanddisadvantagesoffamethearticte mentions. KEY 1B 2D 4F 5A ExerCise3 page13 5minutes . Studentsworkindividually,usingthecontextto matchthe definitionsto thewordsorexpressions.Theyshoutdusethe informationinthearticleto dothisratherthandictionaries ortheirnotebooks. r Checktheanswersasa class. Exefcise4 page13 5minutes . Studentscanworkin pairsorsmallgroups.Encourager to saywhattheyknowandthinkaboutthestarsaswel describetheirlooks,thewaytheydress,theirpersonal andhowtheyfeelaboutfame. . Youcanaskthemto bringintoclassphotosoftheirfav, stars,oryoucanbringin somephotosfrompopular magazinesor printedofftheInternetyourself. EXefCiSe 5 page13 8-10 minutes @ Readthroughtheinstructionsandthefourdescription" asa class(NBthefilmsdescribedarefictitious).Check comprehensionof keyvocabulary,or pre-teachepic, subtitles. Checkthatstudentsunderstandtheconceptof cinema certificates(agetimits).Ask:Istherea similarsystemit, country?Whatarethe differentcertificates?Areyoual[o toseea 15film if youare14butyouareoccompaniedi adult? Askstudentsto thinkaboutwhattypeof fitmstheyusu tike.Aska fewstudentsaroundtheclassforexamoles Studentsworkin pairs,anddiscussthefouroptions.5' time[imitof 5 minutesforthepairsto agreeorcompror ona film.Referstudentsto theFunctionsBankinthe Workbookforusefulphrases.Walkaroundandmonitoi activity,makinga noteof anyseriouserrors(mistakesi: appropriacyaswellasgrammaticalerrors).ComebackI theseerrorsin a laterlesson,butdo notinterruptthecL activity,asit focuseson practisingfluencynotaccurac' Asksomepairsto reportbackwiththeirconclusions,ar explainthereasoningfortheirdecisions. CUTTUREIIOTE . FIIT CTASSIFICATION TheBritishBoardof FilmClassification(BBFC),originalL BritishBoardof FilmCensors,istheorganisation responsibleforfilm,DVDandsomevideogame classificationwithintheUnitedKingdom. Theycurrentlyissuethefoltowingcertificates:Uc(suitar forall,especiallyforyoungchildrento watchon theiror U (suitabteforatD,PG(atlagesadmitted,butparentsai advisedthatcertainscenesmaybeunsuitableforchili' under7),124(suitabteforthoseaged12andover.Thc agedunder12areonlyadmittedif accompaniedbyan adul0,15(onlyforthoseaged15andover,nobody youngerthan15mayseea 15filmin a cinema),18 (on forthoseaged18andover,nobodyyoungerthan18 nr, seea 18filmin a cinema). Inthe UnitedStates,theMotionPictureAssociationof America(MPM)issuesratingsformovies,butthisis no compulsoryfor cinemasto enforce. Theycurrentlyusethe followingratings:G(general viewing:similarto U inthe Ul0,PG(similarto PGin the Ul0,PG-13(parentsstronglycautioned:somematerial maybeinappropriateforchildrenunder13),R(restrictr viewersunder77 requireaccompanyingparentor adull orolderwithphotolD)andNC-17(noone17or underi, admitted), I Lessonoutcome Askstudents:Whathaveyoulearned/practisedtoday?Elic hovepractisedusingkeywordsandtopicsentencesto mol headingsto parographs.I haveproctisedworkingout the meaningsof unfamiliorwordsfromcontext.I hqve.learned mokearrangementsforon eveningout. 3C KEY 1 publicity 2 cheering 3 snap 4 critics 5 inthepubticeye 6 gossip 7 crew 8 location 9 premiere 20 ) Getreadyforyourexam2 ./
  19. 19. GrammaF pasttensecontrast. usedto. exclamatorysentences Speaking. talkingaboutfeetings. describingearlymemories r discussingimportantdays. describingand reactingto a story Writing . a narrative Howdidyoufee[? , THts,uf,tr txcLUDEs a @ Vocabulary. feelings. nounformation. adiectiveprefixes. adjectives+ hrAnncifi^n< o <enrranrino urndc o -oi/-inn ediorrirrac r nhrrcrlrrorhc LESSOI{ SUMMARY .. E /ocabulary:adjectivesforfeelings -istening:shortmonologues;listeningforgistandspecific r1lrmatiOn Speaking:talkingaboutmemoriesandfeelings Topic:people Todo the lessonin 30 minutes,keepthe lead-in -,'ief,setthe VocobularyBuilderexercisesashomeworkand 'ep exercises7 andI brief. + Lead-in 3-4minutes . Writethefollowingadlectivesontheboard:irritated, disoppointed,scored,excited.Ask.Whatis the connection betweenthesewords?(Theyarealladjectiveswhich describefeetings.)Askstudentsto workin pairsto makea listof threethingsthatmakethemfeelthesefeelings.For example,scared:heights,spiders,rollercoasterrides.Aska fewpairsto readouttheirlists. Exercise1 page14 " Checkthatstudentsunderstandandcanoronouncethe adjectivesinthebox.Thewordswhichoftenpresent problemsof pronunciationareguiltyl'grltil,jealous 'cl;cles/,relievedlrr'litvdl,scaredlskeadlandembarrassed rnr'brclast/.Modelanddrittthemchorallyandindividually. . Focusonthephotosandeticitthefirstanswerbeforeasking studentsto continuein oairs.Insistonfullsentences. I(EY I upset 2 excited/delighted 3 bored/confused/nervous/depressed 4 fedup/irritated 5 amused/pleased/excited Exercise2 paget4 . Todemonstratetheactivity,mimeoneoftheadjectives yourselfandask:HowdoIfeelTAskanothercoupleof studentsto dothesameinooenclassbeforethestudentsdo theactivityinclosedpairs.Watkaroundmonitoring,listening outespeciallyforcorrectpronunciationoftheadiectives. Exercise3 page14 . Studentsworkindividuatly.Letthemcompareanswersin pairsbeforecheckingwiththerestoftheclass. KEY 1b 2c 3a 4c 5b 6a 7b 8a Exercise4 paget4 f) r.oa . Explainthatstudentsaregoingto hearfivedifferentpeople talkingabouteventsintheirtife.Pointoutorelicitthatthere aresixeventsandonlyfivespeakerssoonewitlnotmatch anyof them.Ptaytherecordingonce.Checkanswersasa class. prepositions. sequencingwords. -ed/-ingadjectiveso phrasaIverbs nKEOO K pages72-78 .Self checkpage19 KEY 1c 2b TRAilSCRIPT 1.08 Speakert WhenI wasten,myparentsdecidedthattheywanted meto goto StMartin'sSecondaryschool.Youneededto pass a difficultexamto getin.SoI tookthe exam- and I failedit. WasI disappointed?Notreally.I didn'twantto passtheexam, becauseI didn'twantto goto StMartin's.I wantedto goto WhiteStoneComprehensive,withallmyfriends.Sofor me, failingwasbetterthanpassing!ButI didn'ttellmy parentsthat, of course. Speaker2 | remembermy bestfriendat primaryschoolwas caltedMandy.Wewerealwaystogether- we sat nextto each otherin class,we playedtogetherin the ptayground.Thenone day,I gotto schootand Mandydidn'twantto sit nextto me - shewantedto sit nextto Karen.Urgh!Karen!| stilldon't tike the name.At the time,I feltreattybad.I gotangrywith Mandy aboutit, andshoutedat her- but ofcourse,thatdidn'thetpl Speaker3 WhenI wassix,I reallywanteda bikefor my birthday. I remembergettingout of bed reallyearlythat morningand goingdownstairs.Inthe middteof the livingroom,was an enormouspresent,allwrappedup in colouredpaper.I couldn'twait!| unwrappedit, and insidewasa fantasticnew bike.lt wasthe bestpresentever!I'll neverforgetthe feeling whenI tookthe paperoff and sawit forthe firsttime. Speaker4 WhenI wasaboutnine,mycousingotmanied.lt was quitea bigwedding- atlthefamilywerethere,andlotsof friendsfromourvillage,too.I wasreattytookingforwardto it. ThenI sawthe dress- the dressthatmyparentswantedmeto wear.lt wasawful- bigandshinyand pink,andnotthe kindof thingI tikedwearingat al[.I alwaysworejeansandT-shirts.But myparentsinsisted.I feltso uncomfortabtein thatdress- and whenmyfriendssawme,myfacewentbrightred! Speaker5 lwasfivewhenI startedschool.I remembermymum sayinggoodbyeatthe schoolgate.Ithinkshewascrying!| didn'tcry- butI didn'tfeetgood.Alttheotherchildrenseemed enormous!AndI didn'tknowanybodythere.ltwasatlsostrange andnew.Iwantedto run!| wantedto openthegateandrunallthe wayhome.Infuct,I remembertryingto openthegateandescape, butI couldn't! Exercise5 page14 f) r.oa o Playtherecordingagain,stoppingaftereachrecording forstudentsto notedowntheiranswers.Witha weaker class,stopaftereachspeakerandaskcomprehension questionsto guidethemto therightanswer.Forexample, afterthefirstspeakerask:WhatwostheexamT(entranceto StMartin'sschool)DidhepassT(No)Didhewonttogo to StMartins?(No)5o howdid hefeel?(relieved). KEY 1 relieved 2 jealous 3 detighted 4 embarrassed 5 scared Exercise6 page14 r Youcouldkeepthisexercisebrieforyoucoulduseit asan opportunityforsomeextendedfluencypractice. . Focusattentionontheeventsin exercise4. Startoffby givingyourownminianecdoterelatedto oneoftheevents. Thengivestudentstimeto lookattheeventsandnote downsomedetails.Write:WhatTWhere?Who?When?Whv? 5a4f3e .^ Unit2.MemoriesI 21
  20. 20. onthe boardasa prompt.Encouragethestudentsto ask questionsto helptheirpartnersexpandontheirstories. . Thiscouldalsobetreatedasa diagnosticexerciseto see howwellstudentsusenarrativetenses,whicharecovered inthenextlesson. Exercise7 page74 . Makesurestudentswritenotes,notfullsentences.Go roundhelpingstudentswithideas. Exercise8 page14 . Again,encouragefollow-upquestionsifthereistime. Circulateandnotedownanyimportantmistakesto beused fora brieffeedbackattheend.Rememberto includesome positivefeedbackasweIt. o Aska fewstudentsto reportbackontheirpartners. Forpracticeof Nounformation,go to: KEY 1 -ment:disappointment,embarrassment,excitement -ion: confusion,frustration,irritation -ness:homesickness,neryousness,sadness o Focusontheinstructions,getstudentsto readthetextand thenasktheclassto sayhowthethreepeoplemighthave reacted.Youmightneedto explainbounceandstare. KEY Possibleanswers:a scared b irritated c embarrassed Exercise2 pase15 r Focusonthe bluewordsin thetext.Eticitthathadcomeis pastperfect,werechattingis pastcontinuousandwentis pastsimple.Thengetstudentsto writep.s.,p.c.andp.p. nextto theotherverbs.Askstudentsto tellyouwhichof th, verbsareirregular(go,sit,throw,come,do). KEY pastsimple:went sat threw bouncedlandedsmashed pastperfect:hadcome haddone pastcontinuous:werechattingwasrainingwasstaring Exercise3 page15 . Givestudentsa fewminutesto lookattheLearnfhislbox andcompleteit individually,thenreadit asa class. KEY 1 pastcontinuouslt wasrainingandthe skywasgrey 2 pastsimple / threwa stone,it bouncedoffa tree,londedon 3 pastsimple;pastcontinuousWhenmyauntcomeoutside wasstaringatthe brokenwindscreen 4 pastperfectI couldn'tbelievewhatI haddone KEY I 1 broke,wasplaying 2 asshining,decided 3 had,got waswaiting,saw waslistening,didn'thear wasgetting Katehada showeraftershehadptayedfootbalt. Theplantsdiedbecausewe hadforgottento waterthem Wewentoutafterwehaddoneourhomework. I boughta newmobilephonebecauseI hadlostmyoldone Theircarstoppedbecausetheyhadn'tboughtanypetrol I lockedthedoorafterI hadleftthe house. 2 1 embarrassment 2 disappointment 3 confusion 4 excitement 5 homesickness 5 sadness t Lessonoutcome Askstudents:Whathaveyoulearnedtoday?Whotconyoudo nowTElicit:I cantalkaboutdifferentfeelings.Ask:Whatuseful wordsandphraseshoveyoulearned? Pasttensecontrast tEssoil suMilARY .. * *' Grammar:contrast:pastsimple,pastcontinuous,pastperfect Reading:storiesaboutearlymemories Speaking:tatkingaboutyourearliestmemory Todo the lessonin 30 minutes,do exercises5 and6 asa classandsettheGrammarBuilderashomework. t Lead-in 3minutes o Writethe headingchildhoodmemoriesontheboard, followedbythististof important'firsts': your firstEnglishlesson your firstCD your firstbest friend your firstbedroom yourfirst ... . Askstudentsto thinkof moreimportantfirstsandaddthem to thelist(firstdayat primaryschool,firstexam,firsttrip abroad,firstdate,firstmobilephone...)Studentstakeit in turnsto telleachotherwhattheycanrememberaboutthese firsts.Encouragethemto usethefeelingsadjectivesfrom thepreviouslesson. Exercise1 page15 o Focusonthephoto.Askstudentsto describewhattheycan seeandwhatmighthavehappened.Elicittheirideas.You mayneedto teachwindscreen. Exercise4 page15 o Studentsdiscussthedifferencebetweenthesentencesin pairs.Gothroughtheanswersasa class. . Ina weakerclassstudentsmayfindit difficuttto formulate sentencesexplainingthedifferences.Askconceptquestion instead.E.g.ln numberone,did Kimopenthepresent beforeI got to thepartyT(No.)Alter?(Yes.) KEY 1 KimopenedhispresentsafterI arrived. 2 Kimwasinthemiddteof openinghispresentswhenI arrived 3 KimopenedhispresentsbeforeI arrived. Exercise5 page15 o Studentscandothisexercisein pairs.Whenyougothrougt theanswersaskthemto explainwhythewronganswersar, wrong(inthestudents'own[anguageif necessary). 4 5 6 22 3 4 5 5 7 Forfurtherpracticeof Pasttenses,go to: g Unit2.Memories
  21. 21. KEY - 5roke,wasdoing - Left,hadrained : ,,rasbringing - arrived,helped 5 hadworked,stopped 6 wasdriving,crashed 7 gotup,had,went 8 had,hadn'teaten Exercise6 page15 . ln a weakerclasspre-teachdoll,tap andceiling. . Studentscanworkin pairs.Letthemcomparetheiranswers withanotherpairbeforecheckingasa class.Forextrafreer practice,beforeyoumoveontothepersonalisedstoriesin exercise7,youcouldaskstudentsto closetheirbooksand tryto retetlSytvia'sstory. KEY t had given i was playing 3 noticed 4 decided 5 had washed 5 took / put 8 wasshining 9 waswaiting 10 heard 11 looked 12 waspourlng 13 hadn'tturned 14 haddecorated Exercise7 page75 . Tellthestudentstheyaregoingto talkaboutoneoftheir earliestmemories.Gothroughthequestionstogether.Give themtimeto choosewhattheywantto talkaboutandplan whattheywantto say.Monitorandhelpwithvocabulary whilethey'remakingnotes. . Modeltheactivityfirstbytetlingthemthestoryof oneof vourearliestmemories.Youcouldpausefromtimeto time andgestureforthemto askyouquestions. Exercise8 page15 . Studentstelttheirstoriesto thewholeclassorto a oartner. Monitorwhiletheyareteltingtheirstories(iftheydo it in pairs)butdon'tovercorrectat thisstageastheyareunlikely to getallthetensesrightstraightaway. OPTIOl{AL ACTIVITY . METORIES Afterthestudentshavetoldtheirchitdhoodmemorystoryto a partner,youcouldputthemintonewpairsandaskthem to recounttheirfirstpartne/sstoryto theirnewpartner.You mightneedtowamthemthattheywitlbereteltingthestory sothattheypayfultattentionto altdetails. t Lessonoutcome Askstudents:Whotdidyoulearntoday?Whatcanyoudonow? andelicit:I condescribemyearliestmemoryusingdifferent posttenses. NotesforPhotocopiabteactivity2.1 WhenAndymetSandy... Groupwork Ianguage:pastsimple,pastcontinuousandpastperfect Materials:onecopyoftheworksheetperstudentor perpairof students(Teacher'sBookpage125) . WriteWhenAndymetSondyontheboardandexplainthat studentsaregoingto writea storyabouthowthesepeople metandwhathappened. . Studentsworkindividuallyor in pairs.Handouta copyof theworksheetto eachstudentor pairofstudents.Readjust thefirstquestiontogether.Givestudentsabouta minuteto writetheanswerto theflrstquestion.Theycanwritemore thanonesentenceandthevmustwritesentencesinfull. Remindthemthatthestoryisin thepastandencourage themto usea rangeof pasttenses.Thequestionsin italics arethereasprompts.Theydon'thaveto answeratlof them. Tellthemnotto showtheirsentencesto otherstudents. Whentheyhaveansweredthequestion,askstudentsto fold thepaperbacksothatthetheiranswerisonthereverse. Theypasstheirpaperto thestudent(s)ontheirleft.Tettthem notto lookattheanswerstheirneighbou(s)havewritten. Givethema minuteto answerthenextquestion.Aftera minutetheyfotdthepaperoverandpassitto theleft. Theyrepeattheprocessuntiltheyhaveansweredatlthe questionsandfinishedthestory.Attheendtheyunfoldthe paperandtakeit in turnsto readoutthestoriesto theclass. Therestofthestudentslistenandcheckthatthelanguage iscorrect. Finally,havea voteonwhichisthefunniest/ most interestingstory. tEssol{ suMilARY o. * i:; Reading:atextaboutPoppyDay Listening:3 shoftinterviewsaboutPoppyDay;listeningfor specific information Speaking:talkingaboutrememberingsoldiers Topic:Engtish-speakingculture Todo thelessonin 30 minutes,keepthelead-in brief,setthe VocabularyBuilderexercisesashomeworkond askstudentsto readthetextfor thefirst timeot home. t Lead-in 4 minutes r Beforestudentsopentheirbooks,writeWARontheboard andwritebattle,soldierunderneath.Givestudents,in pairs,twominutesto writedownotherwordsor phrases associatedwiththetopic.Eticitthephrasesontotheboard. Exercise1 page16 Focusonthephotoandelicitasmuchinformationas possible:Whocanyousee?Whereis it?Whattimeofyear is it? Focusonthetaskandaskstudentsto readthetextfairly quicklyto underlinetherelevantsentences.Theyshouldnot bedistractedbysentencesthatarenotrelevantto thetask. KEY PoppyDay,11thNovember... ThefirstPoppyDaywas... Then,at 11a.m.on 11thNovember... Manypeoplestopandthink... Thereareceremonies... Themostimportantceremony... Exercise2 paget6 . Studentsdotheexerciseontheirownwitha timelimitof 5 minutes.Emphasiseto studentsthatwhendoingmultiple- choicequestionstheyshouldreadalltheoptionscarefully andnotiumpto anyconclusionsaboutthecorrectanswer. Unit2 . Memories
  22. 22. KEY 1b 4b Exercise3 pase16 f) r.oe o Focusontheinstructions.Makesurestudentsunderstand thatwhentheylistenforthefirsttimetheydon'tneedto do anymorethantickthe peoplewhowearpoppies. KEY 7/ 2X 3,/ TRAISCRIPT1.09 KEY 1 impossibte,disabled,unemployed 2 1 Mymum'sveryimpatient. 2 Mybedroom'squiteuntidy. 3 Mywriting'salwaysitlegible. 3 Openanswers Mytifeis quitedisorganised. I eatat irregulartimes. I thinkI'mquiteinsensitive. i Lessonoutcome Askstudents:Whathaveyoulearnedtodoy?Whatcanyou do nowTElicit:I haveleornedabouthowsoldierswhohave fought in warsorerememberedin Eritain.I candiscussthe significanceof importantdoys.I havelearnedhowto change themeoningof adjectivesbyaddingprefixes. tEssot suMilARY ... e Grammar:usedto Listening:descriptionofa ghosttown;multiplechoice Speaking:tatkingaboutpasthabitsandsituations Todo the lessonin 30 minutes,keeptheleod- in brief,settheGrammorBuilderashomeworkondlimitthe performancesin exercise70. i Lead-in 2minutes o Askstudentsto brainstormactivitiesthattheydo intheir sparetime.Theythendecidewhichofthesethingstheir grandparentscoulddowhentheywerechildrenandwhat theymighthavedoneinstead.Don'texpectthemto comeup withusedfo atthisstage.Thisisjusta lead-into thetopic. Exerciset pagetr f) r.ro r Focusonthephotoofthe people,ask:Whot'sthe relationshipbetvveenthetwopeople?Howold do youthink sheis?ln whichdecadewasshea child...the40s...the 50s ...the60s?Thenlookat thephotoof thevillageask:What canyousee?Wheredo youthinkit is?Whendoyou think the photowostaken?Howdoyouknow?Focusonthe task,ptay therecordingandelicitanswersfromtheclass. KEY 1 No 2 Yes 3No Exercise2 pagetl Studentsworkalone.Checkanswers. KEY Whatdidyouuseto do? Weusedto sitandchat. Didyouuseto watchtelevision? Wedidn'tuseto leavethevillageveryoften. 5c3a2a 4 5 6t lnt. Girl lnt. Girl Int. Girl 2 Int. Boy lnt. Boy Boy 3 lnt. Girl lnt. Girl lnt. Girl lnt. Doyoualwaysweara poppy? Yes,I do. whv? I thinkit'sveryimportantto rememberthesoldierswhodied Inwars. Whydoyouthinkthat? Theymadetheultimatesacrifice- theygavetheirlivesfor otherpeople.Weshouldn'tforgetthem. Doyoualwaysweara poppy? No,I don't. Whynot? Well,I supposeit'sbecausethewarwasa longtimeago.lt doesn'tseemveryimportantto me.Ithinkweneedto stop thinkingaboutthepastandthinkaboutthefuture. Don'tyoufeelit'simportantto remembersoldierswhogave theirlives? Ijustthinkwarisa horriblething.Weshoutdtryto forget wars,notrememberthem. Doyoualwaysweara poppy? Yes,I do.Always. whv? Becausewhenyoubuya poppy,themoneygoesto helpex- sotdiersandtheirfamilies.lt'simportantto lookaftersoldiers whentheycomehome.Mybrother'sinthearmy. Butshouldn'tthegovernmentdothat? Well,yes.Butordinarypeopleneedto help.Soldiersrisktheir livesto protectthepeopleathome. Exercise4 paget6 f) r.oe . Witha strongerclassstudentscompletethe sentences aloneorin pairsandthenlistento check. r Witha weakerclass,gothroughthe sentencestogetherasa classandpredictor rememberthewordsinthegapbefore listeningto check. KEY 1 important,died 2 made,gave 3 past,future 4 forget,remember 5 soldiers 5 protect,home Exercise5 pagero r Askstudentsto writea Yes,Noot Notsurenextto each statementandthencompareanswersin pairsorsmallgroups. Exercise6 page16 . Givestudentstimeto reflectontheirviewsaboutremembrance andto pooltogethertheirknowledgeofspecialdaysdedicated to soldiersdefendingtheircountry,thendiscussthequestions in pairs. ForpracticeofAdjectiveprefixes,go to: usedto 24 | Unit2.Memories t ./
  23. 23. KEY : u[e1 past,different - usedto 3 didn'tuseto - usedto 4 Did ixercise 3 page17 ' =ccusontheleornthrslbox.Studentscancomparewitha rartnerbeforeyoucheckanswers.Attheend,askstudentsto covertheboxandrecapbyasking:Doweuseusedto totolk aboutpresenthobitsorsituations?(No)Whichtimeperiod? past)5ohowdo wetalkaboutpresenthabits?(present simple,sometimeswithusually)Howdoyouspellusein I didn'tuseto7Makesurestudentsdon'tadda 'd' (acommon mistake). Exercise6 pagetT f) r.rz r Writeghosttownontheboardandexplainor elicitits meaning:a townthatusedto bebusyandhavea lotof peopletivingin it,butis nowempty. . Pre-teachthefollowingvocabulary:prospectors- peoplewho searchanareaof [andforgold,oit,etc;foothills- the low hillsnextto a groupof highmountains;mine- a largeholein thegroundfromwhichpeopletakecoal,gold,etc.;goldrush - a periodof intenseexcitementandmigrationcausedbythe newsthata depositof goldhasbeenfound. . Tellstudentsthattheyaregoingto listento a description of a ghosttowncaltedFairview.Theirtaskisto saywhythe townwasabandoned.Encouragethemto makea fewnotes astheylisten.Letthemcomparetheirnoteswitha partner beforecheckingwiththewholeclass. o Youcouldaska fewmoregeneralcomprehensionquestions, e.g.:Whereis Foirview?(Colorado,USA)Whenwasit founded?(1859) KEY It becamea ghosttownbecausethegoldrushfinishedaftera fewyearsandallthepeopleleft. Thlrscnrpr t.tz Fairviewis in Cotorado,USA,about300 kilometresfromthe city of Denver.Therearehousesin Fairview- woodenhouses- and shopstoo. Butthey'reall empty.Fairviewis a ghosttown- nobody haslivedherefor morethan a hundredyears. Fairviewwasfoundedaround1859,whenprospectorsdiscovered gotdin the foothittsof the RockyMountains.lt grewquickly,as peoplecamefromall aroundto lookforgold.Soon,it hada populationof 2,000.Theyworkedin the gotdminesin the hitls everyday,and in the evenings,theyateand drankin the saloon in the centreof town.Today,the saloonis empty,likeall the other buitdings,the minesareclosed,and nobodyworksin the hitls. Thegold rushfinishedaftera fewyears,andgradually,the people teft.Today,touristsvisitFairviewbecauseit's a pieceof American history.Theyanivebycaror coachatongthe newroad.(Because therewereno carswhenFairviewwasa busytown,therewas no road.)Theybuydrinksand snackat a coffeebar- the onlynew buildingin the town- buttheycan'tstayat the hotetbecauseit's beenctosedfor a hundredyears.Sotheydrinktheircoffeeand imaginewhatit wasliketo tivein a goldrushtown in the hills. Exercise7 pagetl f) r.rz r Focusonthesentences.Playtherecordingagain.Students comparewitha partnerbeforeyoucheckwiththectass. KEY 1 doesn'thave 2 don'twork 5 useto 6 did 7 useto Exercise4 pagetl f) r.rr . Playtherecordinganddritlthesentenceschoratty.Explain thatyouaregoingto playthesentencesagainandthistime youwantthestudentsto listencarefullyto howthe's' and the'to'arepronounced.Eticittheanswersandthenplaythe sentencesa thirdtimegettingstudentsto repeatchorally thenindividually. KEY the's' is pronounced/s/ thefo is pronounced/tel PRONUI{CIATIOI{ ]{OTE - USED TO Explainto studentsthatthe/s/ soundinusedtoiswhat distinguishesit fromused,thepasttenseoffouse,e.g.I usedmybikeyesterdoy.lnthetatterthe's' is pronounced/z/. lt isatsousefulto pointoutthatwithusedto,thefinal'd' in of usedisnotpronouncedasit isassimilatedintothe't' in fo.So,I usedto/lveis pronounced/arju:stehv/. Exercise5 page1z . Readthroughthetasktogether.Pointoutorelicitthat studentswitlknowwhentheyneedto writea negative becauseofthewordony.Checkanswers. KEY 1 usedto like 2 did(she)useto live 3 didn'tuseto do 4 didn'tusespeak 5 usedto work 6 Did(she)useto be 3 don'teat 4 buy 5 visit 6 can't 7is I(EY 1 2 Whatdidyourgrandparentsuseto giveyouwhenitwas yourbirthday? 3 Didthereuseto bea parknearyourhousewhereyoucould play? Exercise8 page17 . FocusontheinstructionsandthefirstexamDle.Students candotheexercisealoneor in nairs. KEY 1 lt usedto havea poputationof 2,000. 2 Peopleusedto workinthegoldmines. 3 Peooleusedto eatinthesaloon. 4 Peopledidn'tuseto buysnacksinthecoffeeshop. 5 Touristsdidn'tuseto visitthetown. 6 Peopleusedto stayat thehotel. 7 Theredidn'tusedto bea road. 4 5 6 8 22 3 4 Wheredidyourparentsuseto livebeforetheygotmarried? DidyouusetowatchW onSaturdaymorningswhenyougot up? Whodidyourfamilyusetovisitattheweekend? Didyourmotheruseto readtoyoubeforeyouwentto bed? Didyouuseto getupearlybeforeyoustartedschoot? didn'tuseto be usedto work usedto play 5 didn'tuseto be 6 didn'tusetowear 7 didn'tusedtodrink Forfurtherpracticeof usedto,go to: Unit2.Memories( 25
  24. 24. Exercise9 paget7 . Dividethestudentsintopairs.Makesuretheyunderstand thattheyhaveto chooseonetimeperiod.Givethentime to makenotes,notfullsentences,ontheirtopics.Goround feedingin ideas. Exercise10 page17 . Remindstudentsthattheyshoutdusetheirnotesas prompts.Theyshouldn'treaddirectlyfromthem,butshould lookattheotherstudentsastheyspeak. i Lessonoutcome Askstudents:Whatdidyouleorntodoy?Whatcanyoudo now? andelicitanswers:I cantalkaboutthingsthotweretruein the postbutaren'tnow.I havelearnedhowto useusedto. ilgll$Ilt LostinNewYork3 tESSOll SUMTARY .. & :., Reading:a magazinearticle;orderingevents,true/falsequestions Grammar:pasttenses Vocabulary:adjectives+ prepositions Topic:people Todo thelessonin 30 minutes,keepthelead-in brief,set the VocabularyBuilderexercisesfor homeworkand do exercises3 and 4 asa class. I Lead-in 2minutes r Askthe class:Doyouhaveogoodmemory?Whotkindof thingsdoyourememberbest?Names,faces,facts,songs, jokes?Whatkindof thingsdoyoufind hardtoremember?What doyoudoifyouhavesomethingimportanttoremember? Exercise1 page18 . Toencouragethestudentsto skimreadthetextandnotget distractedbywordstheydon'tknow,givethema timelimit of 2 minutes. KEY 1 False(hewaswearingT-shirt,shortsandflip-flops) 2 True 3 True 4 True 5 False(theyseemedlikestrangersto him) 6 True Exercise4 pagere . Studentsdotheexerciseontheirown.Remindthemto analvsethecontextof thewords. KEY th 2a 7e 8k 17i 72f 3i 5r 4c 5b 9 10 g d KEY 2 isn'ttrue Exercise2 page18 o Studentsdotheexerciseontheirownwitha timelimit of 5 minutes.Letthemcompareanswersin pairsbefore classfeedback.Witha weakerclass,givestudentsthefirst answer(e).Youcouldaskthestudentsto speculatewhy theythinkhelosthismemory. KEY 1e 2b 3h 8d Exercise3 page18 . Encouragestudentsto readthroughthestatementsand underlinekeywords.Theyshouldsearchforthekeywordsor theirsynonymsinthetextandunderlineanswersinthetext. Wheretheanswerisfalse,thevshoutdwritethetrueanswer. tAl{GUAGE T{OTE- PREPOSITIOI{ + VERBS Pointoutthatprepositionsneedto befollowedbya noun or pronoun.lfa prepositionisfoltowedbya verb,thenthe verbwillbeinthe-ing formbecausethe-ing formof a verbhasthefunctionofa noun..Anexamplein thetextis, Hewasworriedaboutmeetinghisfamilyandfriends. Exercise5 page18 . GothroughtheLearnthislboxasa class.Explainthat thereisnologicto whya particutarprepositionfoltows a particutaradiective.lt is importantthereforethatthey considertheadiectiveandprepositionsasone'lexicaI item'andrecordadjectiveswiththeirprepositionsintheir vocabutarvnote-book. KEY 1 at 2 about 3of 4 with KEY 11h 2g 3e 5d 7b Exercise6 page18 o Monitorasstudentswriteto checkthattheyarecontinuinr: thesentencescorrectly,especiallyif theyareusingverbs PROltUtCtATtOl{ - PREPOSIilOl{S Exptainthatprepositionsthatcomeinthemiddleof a sentenceandnotattheendareoronouncedasa weak form.E.g.scaredof /av/ spiders,surprisedat /eti his results.Forextrapracticemodelanddrillthefoltowing sentences,exaggeratingthesentencestress: l'm scoredof spiders. He'ssurprisedat his results. 9he'sproudof herson. 8a6c4f 6i5a4c 7g 9t ForfurtherpracticeofAdiectives+ prepositions,go to: Unit2 . Memories
  25. 25. ADDITIO]IAL SPEAKIT{GACTIVITY TelIstudentsthattheyaregoingto inventa similarstory aboutsomeonewhohaslosttheirmemory.Writethe followingscenarioontheboard: A 22-year-oldmanwakesup in the emergencydepartment of a hospital.(Where?) Hehosa brokennoseand isn'tcorryinga walletor lD, Hecan'trememberwhohe is. Hismothertongueis Englishbut hecanspeakanother languagefluently.(Which?) Psychiatristsdiscoverhe hasa specioltalent.(What?) Dividestudentsintopairsorsmallgroups.Theyinventthe detailsofthestoryanddecidewhathadhappenedto the manandwhathappenedto himintheend.Attow5-10 minutesforstudentsto plan,makenotesforandrehearse theirstory.Remindthemto thinkcarefutlyaboutpasttenses. Studentstelltheirstoriesto theclass. t Lessonoutcome {sk students:Whathaveyouleornedtodoy?Whatconyou 1onow?andelicitanswersI canunderstonda magozine trticleabouto manwholost hismemory.I havelearnedobout :djectivesand prepositions. NotesforPhotocopiableactivity2.2 Adjectives+ prepositionsquestionnaire Pairwork -anguagearea:adiectives+ prepositions ',/laterials:onecopyof theworksheetperstudent(Teacher's Sookpage125) . Handouta copyoftheworksheetto eachstudent.Divide studentsintopairsandgivethema timelimitof 1-2 minutesto completethesentencesin exercise1 withthe correctpreposition. NBSomeoftheadjectives+ prepositionsaretakenfrom2E andtheVocabularyBuilder,othersarenew. . Checkanswersandexplainanynewwords.Exptain,using number8 asanexample,thataftera prepositionweneeda nounora pronoun.lfwewantto useverb,it mustbeinthe -ing form,whichisthenounformof theverb. . Askstudentsto foldbacksection1 andfocuson section2. Witha weakerclassstudentscanleaveit asit is sothatthev canreferto theprepositionsin exercise1. . Studentsworkindividuallyto makequestionsfrom thestemsgiven.Forthistheyneedto writethecorrect prepositionandcontinuethequestion.Theyshouldthinkof questionswhicharepersonallyrelevantto theirpartner. . Studentsaskandanswerthequestionsin pairs.Circulate andcheckthattheyareusingtheprepositionscorrectlybut encouragethemalsoto developtheconversationsbyasking foltow-upquestions. KEY 1of 2in 3bv tEssoll suililARY a.8 tl FunctionalEnglish:sequencingphrases;showinginterestusing exctamatorysentences Listening:dialogues;listeningforspecificinformation Speaking:narratingevents Grammar:exclamatorysentenceswilhHowandWhat Topic:peopte Todo the lessonin 30 minutes,set the Grammar Builderashomeworkand keeptheperformancesin exercise8 brief. + Lead-in 2minutes o Withbooksclosed,elicitthe worddate,by asking:Whot is thewordweuseto talkoboutanorrongementto meet a newboyfriendor girlfriendor somebodythatyou'd Iike to becomeyourboyfriend/girlfriend?Thenaskstudents to imaginewhatcouldgowrongona firstdate.Givethem differentscenarios,e.g.at a caf6,in a park,in a restaurant, attheoerson'shouse. . Askstudentsto ooentheirbooksanddescribewhatthev canseein theohoto. Exercise1 pase2o f) r.rr . Focusontheinstructions,playtherecording,askstudents to turnto theirpartnersto answerthequestionbefore checkingin openclass.Witha weakerclasspre-teachfray. . Witha strongerclass,askstudentsto closetheirbooksand dotheexercisejustasa listeningtask. KEY Martincouldn'tthinkof anythingto say. Hetrippedandthrewa glassof orangejuiceoverthegirt. Exercise2 page2o o Gothroughthesequencingexpressions.Studentsdothe exerciseindividuatty,byfindingtheanswersin thetext. . Asyougothroughtheanswers,highlightthefactthatwhen thesesequencersarewritten,theyarealt(exceptthen) followedbya comma. . Again,a strongerclasscoulddothisasa listening exercise.Ptaytherecordingagainandaskthemto tickthe expressionstheyhear. KEY at first intheend TATfGUAGEXOTE- 'nlAT THEEflD Studentsmighthaveheardat theendbefore.Explainthat at theendis usuallyfollowedbyof,e.g.attheendof the film, ot theendof the day,at the endof the matchwhereas withrntheendtheemphasisis onthe factthatsomething haschanged,e.g.Weweregoing to go to Caf€Zukbut in theendwestoyedin thepark Exercise3 page2o . StudentsreadtheLearnthis!boxindividuatly.Check understandingoftherulesbywritingupthefottowing exclamationsandaskif thevarecorrector not. then 4at 5 about 6 about 7 with 8 about 9 with 10 to 11 with 12 about

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